교육대학교 과학 전공 학생들의 생물 교수활동 및 내용 조직에 임하는 윤리적 관점에 대한 정성적 이해 = The Qualitative Understanding of Ethical Views of Students in the University of Education on Teaching Activity and Organizing Content in Biology Education

다국어 초록 (Multilingual Abstract)

This study enplopres desirable improvement on analyzing our country`s deucation course, in Biology Department, and to investigate how the general sphere of life science is accepted and educated. These facts are as follows, from the gathering and analyzing sources of biology education coerse in our country`s university. 1. Curricula content in major-requiring subject The major-requiring subjects which should be completed are 7~10 subjects and correspond to 17~31 credits in our country`s 44 universities. The major-requiring subject are as follows; animal physiology, genetics, plant taxonomy, animal taxonomy, microbilogy, general biology, plant physioligy, animal morphology, plant morphology, embryology, general biology, biochemistry and mycology. University, which dose not demand experiment necessarily, is 10 universities(22%) these cases are supplied by major-selective subjects for the most part. The fact should be observed that any subjects of major-requiring subject do not have common subject within our country`s university curricula. Therefore, there should be related mutually by thoughtful consideration. 2. Curricula Content in Major-Selective subject Major-seelective subjects are showing diversifying distribution, 9~48 courses each, consequntly has 18~23 major-selective subjects. Evolutionary science, biological statistics, molecular biology, biochemistry, marine biology, organic chemistry and radiation biology are established as mjor-selective, marine biology, organic chemistry and radiation biology are established as major-selective subject mostly, in this situation there is only lecture without exoeriment, generally.