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    기술 교육 전문가들의 인식에 기초한 기술영향평가 도구 개발

    한글로보기

    https://www.riss.kr/link?id=T11608588

    • 저자
    • 발행사항

      대전 : 충남대학교 대학원, 2009

    • 학위논문사항
    • 발행연도

      2009

    • 작성언어

      한국어

    • DDC

      620.007 판사항(22)

    • 발행국(도시)

      대전

    • 기타서명

      (The) Development of Technology Assessment Tool Based on the Perceptions of Technology Education Experts

    • 형태사항

      v, 188p. : 도표 ; 26cm.

    • 일반주기명

      충남대학교 논문은 저작권에 의해 보호받습니다.
      지도교수:최완식
      부록: 1. 기술영향평가 도구 개발을 위한 제1회 델파이 조사 도구. -- 2. 기술영향평가 도구 개발을 위한 제2회 델파이 조사 도구. -- 3. 기술영향평가 도구 개발을 위한 제3회 델파이 조사 도구. -- 4. 기술영향평가 도구 개발을 위한 제4회 델파이 조사 도구. -- 5. 기술영향평가 도구. -- 6. 델파이 패널 위원. -- 7. 전문가 수에 따른 내용 타당도 비율(CVR)의 최소값
      참고문헌: p.122-129

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    The purpose of this study is to develop Technology Assessment tool for the general public to participate in the Technology Assessment, and to improve and apply the cognition of the Technology impact in the technology education.
    For this purpose, four research questions were investigated:

    a. Abstract and Categorize the Technology Assessment
    b. Derive the sub-categories of the Technology Assessment
    c. Derive the each importance degree of the sub-categories of the Technology Assessment
    d. Develop tool of the Technology Assessment

    To solve these questions, I had accomplished a literature study and four sequential Delphi studies with the experts who are in various fields of Technology Education. The first Delphi study device was open standard and the Likert 5-Steps criterions were applied as the Delphi study devices of the second, third and fourth studies to evaluate the validity of Technology Assessment's categories and sub-categories. Moreover Likert 5-Steps criterions were applied as the fourth Delphi study devices to evaluate the importance degree of Technology Assessment' sub-categories. Technology Assessment tool was developed using its categories and sub-categories that were derived from the results of the four Delphi studies. The reliability tests were made by middle school students, high school students, university students, teachers and experts to evaluate the reliability of Technology Assessment tool that this researcher developed.

    Derived results from this research are stated below :

    First, the categories of Technology Assessment consisted of 5 fields : individual, social, environmental, technological, and ethical aspects. The individual aspect is the field to evaluate the effects of technology on humans' mental and physical conditions and lives. The social aspect is the field to evaluate the effects of technology on society that consists of many groups and organizations. In the environmental aspect the effects of the technology on the environment that surrounds humans is evaluated and in the technological aspect the effects of the technology on the development of technology is evaluated. The ethical aspect is the field to evaluate the effects of technology on the ethics and moralities.
    Second, the twenty sub-categories of Technology Assessment were derived: the effects on humans' physical states, on individuals' mental states, on living styles, on organizing social groups, on cultures, on educations, on politics, on economics, on national defences, on natural environments, on artificial environments, on conservations and protections of nature, on the technological knowledge, on other technology systems, the possibility to propose alternative plans, on efficiency of production, on individuals' ethics, on social ethics, on bioethics, and on property rights protection.
    The effects on humans' physical states are the items to evaluate the effects of technology on individuals' physical conditions and physical abilities. The effects on individuals' mental states are the items to evaluate the effects of technology on individuals' personalities, emotions and self-realizations. The effects on living styles are the items to evaluate the effects of technology on daily lives, pastimes and vocational lives.
    The effects on organizing social groups are the items to evaluate the effects of technology on the primary groups as families and neighborhoods, and the secondary groups like companies and parties. The effects on cultures are the items to evaluate the effects of technology on values, languages and arts and the effects on educations are the items to evaluate the effects of technology on the primary educations, secondary educations, higher educations and social educations. The effects on politics is items to evaluate of technology on the international relations, domestic politics and administrations. The effects on economics are the items to evaluate of technology on national economics, industrial structures and employment. The effects on national defences are the items to evaluate the effects of technology on the public safeties like the army, the air force and the navy.
    The effects on the natural environments are the items to evaluate the effects of technology on air, water and soil. The effects on the artificial environments are the items to evaluate the effects of technology on noise, vibrations and redistribution of populations. The effects on the conservations and the protections of nature are the items to evaluate the effects of technology on recovering and protecting the disrupted environments by technological development, energy problems, and waste problems.
    The effects on the technological knowledge are the items to evaluate the effects of technology on producing the knowledge related with the technology. The effects on other technology systems are the items to evaluate the effects of technology on the related technology systems. The possibilities to propose alternative plans are the items to evaluate how many alternative plans can be proposed about the assessed technology. The effects on efficiency of production are the items to evaluate the effects of technology on cutting costs and times and improving convenience.
    The effects on individuals' ethics are the items to evaluate the effects of technology on guarding their privacy and the dignity of man. The effects on social ethics are the items to evaluate the effects of technology on social ethics, economic ethics, political ethics and informational culture ethics. The effects on the bioethics are to evaluate the effects of technology on bioethics, environmental ethics. The effects on property rights protection are the items to evaluate the effects of technology on the literary ethics and the vocational ethics.
    Third, the total average of sub-categories' importance degree in Technology Assessment was 4.51 and every sub-categories' importance degree was over 4.21. Among 20 sub-categories the average-higher items were the effects on humans' physical states (4.79), on living styles (4.71), on cultures (4.64), on economics (4.79), on natural environments (4.78), on conservations and protections of nature (4.75), on bioethics (4.71). The reliability coefficient of the importance degree, Cronbach's α was .907 so the reliability was so high. Among categories of Technology Assessment the effects on the environments were recognized as the most important items but among the sub-categories the effects on humans' physical states and on the economics were recognized as the most important effects. Therefore, the effects of technology on the environments were the most important thing in the overall view but, in fact, the effects of technology on the humans' physical states and on economics were more important items.
    Fourth, Technology Assessment tool that consist of 20 sub-categories was developed based on the result of Delphi studies. Each question presents the categories of Technology Assessment that can show the place of the questions. Also, the presented example sentences show the detail point of each question. The Likert 5-Steps criterions were applied and if the final average scores are over 60 points, the technology that was the object of the assessment has good effects. According to the importance degree of Technology Assessment sub-categories the weight 1.00 or 1.10 were applied in each question. The Cronbach's α of the pilot test that were assured of the reliability of Technology Assessment tool for general public to participate was .886 and the Cronbach's α of the main studies was .900 that shows so high reliability. Therefore, it proved that the Technology Assessment tool was the measurement tool that can be relied on. The assessments results that were tested by middle school students, high school students, university students, teachers, and experts suggested that the corelation analysis was .001 that meant the meaningful relations between the same categories and was .001 that meant the meaningful relations between the same genders.
    번역하기

    The purpose of this study is to develop Technology Assessment tool for the general public to participate in the Technology Assessment, and to improve and apply the cognition of the Technology impact in the technology education. For this purpose, four ...

    The purpose of this study is to develop Technology Assessment tool for the general public to participate in the Technology Assessment, and to improve and apply the cognition of the Technology impact in the technology education.
    For this purpose, four research questions were investigated:

    a. Abstract and Categorize the Technology Assessment
    b. Derive the sub-categories of the Technology Assessment
    c. Derive the each importance degree of the sub-categories of the Technology Assessment
    d. Develop tool of the Technology Assessment

    To solve these questions, I had accomplished a literature study and four sequential Delphi studies with the experts who are in various fields of Technology Education. The first Delphi study device was open standard and the Likert 5-Steps criterions were applied as the Delphi study devices of the second, third and fourth studies to evaluate the validity of Technology Assessment's categories and sub-categories. Moreover Likert 5-Steps criterions were applied as the fourth Delphi study devices to evaluate the importance degree of Technology Assessment' sub-categories. Technology Assessment tool was developed using its categories and sub-categories that were derived from the results of the four Delphi studies. The reliability tests were made by middle school students, high school students, university students, teachers and experts to evaluate the reliability of Technology Assessment tool that this researcher developed.

    Derived results from this research are stated below :

    First, the categories of Technology Assessment consisted of 5 fields : individual, social, environmental, technological, and ethical aspects. The individual aspect is the field to evaluate the effects of technology on humans' mental and physical conditions and lives. The social aspect is the field to evaluate the effects of technology on society that consists of many groups and organizations. In the environmental aspect the effects of the technology on the environment that surrounds humans is evaluated and in the technological aspect the effects of the technology on the development of technology is evaluated. The ethical aspect is the field to evaluate the effects of technology on the ethics and moralities.
    Second, the twenty sub-categories of Technology Assessment were derived: the effects on humans' physical states, on individuals' mental states, on living styles, on organizing social groups, on cultures, on educations, on politics, on economics, on national defences, on natural environments, on artificial environments, on conservations and protections of nature, on the technological knowledge, on other technology systems, the possibility to propose alternative plans, on efficiency of production, on individuals' ethics, on social ethics, on bioethics, and on property rights protection.
    The effects on humans' physical states are the items to evaluate the effects of technology on individuals' physical conditions and physical abilities. The effects on individuals' mental states are the items to evaluate the effects of technology on individuals' personalities, emotions and self-realizations. The effects on living styles are the items to evaluate the effects of technology on daily lives, pastimes and vocational lives.
    The effects on organizing social groups are the items to evaluate the effects of technology on the primary groups as families and neighborhoods, and the secondary groups like companies and parties. The effects on cultures are the items to evaluate the effects of technology on values, languages and arts and the effects on educations are the items to evaluate the effects of technology on the primary educations, secondary educations, higher educations and social educations. The effects on politics is items to evaluate of technology on the international relations, domestic politics and administrations. The effects on economics are the items to evaluate of technology on national economics, industrial structures and employment. The effects on national defences are the items to evaluate the effects of technology on the public safeties like the army, the air force and the navy.
    The effects on the natural environments are the items to evaluate the effects of technology on air, water and soil. The effects on the artificial environments are the items to evaluate the effects of technology on noise, vibrations and redistribution of populations. The effects on the conservations and the protections of nature are the items to evaluate the effects of technology on recovering and protecting the disrupted environments by technological development, energy problems, and waste problems.
    The effects on the technological knowledge are the items to evaluate the effects of technology on producing the knowledge related with the technology. The effects on other technology systems are the items to evaluate the effects of technology on the related technology systems. The possibilities to propose alternative plans are the items to evaluate how many alternative plans can be proposed about the assessed technology. The effects on efficiency of production are the items to evaluate the effects of technology on cutting costs and times and improving convenience.
    The effects on individuals' ethics are the items to evaluate the effects of technology on guarding their privacy and the dignity of man. The effects on social ethics are the items to evaluate the effects of technology on social ethics, economic ethics, political ethics and informational culture ethics. The effects on the bioethics are to evaluate the effects of technology on bioethics, environmental ethics. The effects on property rights protection are the items to evaluate the effects of technology on the literary ethics and the vocational ethics.
    Third, the total average of sub-categories' importance degree in Technology Assessment was 4.51 and every sub-categories' importance degree was over 4.21. Among 20 sub-categories the average-higher items were the effects on humans' physical states (4.79), on living styles (4.71), on cultures (4.64), on economics (4.79), on natural environments (4.78), on conservations and protections of nature (4.75), on bioethics (4.71). The reliability coefficient of the importance degree, Cronbach's α was .907 so the reliability was so high. Among categories of Technology Assessment the effects on the environments were recognized as the most important items but among the sub-categories the effects on humans' physical states and on the economics were recognized as the most important effects. Therefore, the effects of technology on the environments were the most important thing in the overall view but, in fact, the effects of technology on the humans' physical states and on economics were more important items.
    Fourth, Technology Assessment tool that consist of 20 sub-categories was developed based on the result of Delphi studies. Each question presents the categories of Technology Assessment that can show the place of the questions. Also, the presented example sentences show the detail point of each question. The Likert 5-Steps criterions were applied and if the final average scores are over 60 points, the technology that was the object of the assessment has good effects. According to the importance degree of Technology Assessment sub-categories the weight 1.00 or 1.10 were applied in each question. The Cronbach's α of the pilot test that were assured of the reliability of Technology Assessment tool for general public to participate was .886 and the Cronbach's α of the main studies was .900 that shows so high reliability. Therefore, it proved that the Technology Assessment tool was the measurement tool that can be relied on. The assessments results that were tested by middle school students, high school students, university students, teachers, and experts suggested that the corelation analysis was .001 that meant the meaningful relations between the same categories and was .001 that meant the meaningful relations between the same genders.

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    목차 (Table of Contents)

    • Ⅰ. 서론 1
    • 1. 연구의 필요성 1
    • 2. 연구의 목적 4
    • 3. 연구의 내용 5
    • 4. 용어의 정의 5
    • Ⅰ. 서론 1
    • 1. 연구의 필요성 1
    • 2. 연구의 목적 4
    • 3. 연구의 내용 5
    • 4. 용어의 정의 5
    • 5. 연구의 제한점 7
    • Ⅱ. 이론적 배경 8
    • 1. 기술의 영향에 대한 개념적 고찰 8
    • 2. 기술영향평가 15
    • 3. 기술 교과 교육에서의 기술영향평가 41
    • Ⅲ. 연구방법 46
    • 1. 연구 절차 46
    • 2. 델파이 조사 48
    • 3. 자료 수집 및 분석 55
    • 4. 평가 도구의 신뢰도 검증 58
    • Ⅳ. 연구 결과 및 논의 61
    • 1. 기술영향평가 영역 및 항목의 추출 61
    • 2. 기술영향평가 영역 및 항목의 분석 92
    • 3. 기술영향평가 도구의 개발 103
    • Ⅴ. 요약, 결론 및 제언 116
    • 1. 요약 116
    • 2. 결론 119
    • 3. 제언 121
    • 참고문헌 122
    • ABSTRACT 130
    • 부록 136
    더보기

    참고문헌 (Reference)

    1. Defining, determining, and contributing to technological literacy: Getting there from here using the technology of a research paradigm. In E. K. Blankenbaker, & A. J. Miller (Eds.), Technological literacy: The roles of practical arts and vocational education (pp. 113-120), White, "Defining, , 1987

    2. Pschometric theory, Nunnally, Bernstein, , 1978

    3. 윤리학의 이해, 김춘태, 형설, , 2002

    4. Technology education today, Yung, Dugger, , 1995

    5. Stimulates critical thinking, Lee, , 1996

    6. 유럽의 기술영향평가, 이영희, 김병목, , 1997

    7. Technology years 7-10 syllabus, Board of studies NSW, , 2003

    8. Real time technology assessment, Sarewitz, Guston, , 2002

    9. Technology education in germany, Gerd, , 1999

    10. Technology assessment-a tool kit, Coates, , 1976

    1. Defining, determining, and contributing to technological literacy: Getting there from here using the technology of a research paradigm. In E. K. Blankenbaker, & A. J. Miller (Eds.), Technological literacy: The roles of practical arts and vocational education (pp. 113-120), White, "Defining, , 1987

    2. Pschometric theory, Nunnally, Bernstein, , 1978

    3. 윤리학의 이해, 김춘태, 형설, , 2002

    4. Technology education today, Yung, Dugger, , 1995

    5. Stimulates critical thinking, Lee, , 1996

    6. 유럽의 기술영향평가, 이영희, 김병목, , 1997

    7. Technology years 7-10 syllabus, Board of studies NSW, , 2003

    8. Real time technology assessment, Sarewitz, Guston, , 2002

    9. Technology education in germany, Gerd, , 1999

    10. Technology assessment-a tool kit, Coates, , 1976

    11. Technology design and applications, Brown, Wright, , 2004

    12. Society and assessment of technology, Hetman, , 1973

    13. 기술의 사회적 통제와 수용, 이영희(Lee Young-Hee), 한국산업사회학회, "경제와 사회, , 2007

    14. Introduction to design and Technology, McCrory, Todd, Toddy, , 1996

    15. Teaching Technology: A Teacher's Guide, Laura, Israel, Wright, , 1993

    16. 기술가치평가의 개념적 분석, 설성수, 한국기술혁신학회 ,, "기술혁신학회지, , 2000

    17. 우리에게 기술이란 무엇인가, 송성수, , 1995

    18. 선진국의 기술 영향 평가제도, 이영희, 김환석, 선진국의 기술영향평가 제도, , 1994

    19. "한국형" 기술영향평가의 모색, 오동훈, 과학기술정책연구원, 서울: 과학기술정책연구원, , 2005

    20. Technology assessment. Impact Assessment, Porter, , 1995

    21. Technology assessment: Product or process?, Eijndhoven, , 1997

    22. 사회영향평가 제도화 방안 연구, 이정환, 가톨릭대학교 대학원, "환경사회학연구 ECO, , 2004

    23. A quantitative approach to content validity, Lawshe, A quantitative approach to content validity, , 1975

    24. Technology assessment in theory and practice, Mohr, , 1999

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