Ikuya Murata

本研究は，小学校において，哲学対話を用いて深い学びを実現するための大学院学生による出前授業の実践研究である．哲学対話は，1年から6年までの6人の児童と大学院生ら計14人で45分間行い，児童たちの発話記録やアンケート回答から，問いが問いを生む場面，ケア的思考など，哲学対話が成立していることを示す結果が得られた．

In this study, a new questionnaire was developed to measure judgmental and behavioral aspects of information ethics by asking students to give responses to questions on unethical uses of ICT tools. Four hundred and thirteen undergraduate students answered the questionnaire. Relationships between measured information ethics and gender, consciousness of everyday ethics, proficiency in ICT tools, and the amount of education received on information ethics were examined and the following results were obtained. Female students were more ethical than male students in both judgmental and behavioral aspects of information ethics. The consciousness of everyday ethics had a strong impact on information ethics. Students who use ICT tools for practical purposes were more ethical than other students. Attending classes on information ethics at university enhanced both aspects of information ethics. Information ethics classes at high school had some effect, but less than that of classes at university. Finally, possible combination effects of everyday ethics, experience in ICT, and the amount of education on information ethics were examined, but no such combination effects were detected by the analysis of variance.

The explosive growth of computer networking enormously increases security costs in universities. It is necessary to encourage the cooperation of students, faculty, and staff through education and training of information ethics, together with improving management and technologies, and as a consequence, to reduce university costs. We have been producing collections of video clips for information ethics education for university students to be used as teaching materials. New technology, service, custom, and so on accompany new security issues and ethics issues. So we have continued to produce video clips for these issues for ten years. We have produced the fourth edition of collections of video clips last year. This paper shows what kind of our clips and how our video clips changed in ten years.

In this research, new questionnaire was developed to measure judgmental and behavioral aspects of information ethics by asking students to give responses to unethical use of computers and the internet. Four hundred and thirteen undergraduate students were answered the developed questionnaire. Relationships of measured information ethics with gender, everyday ethics, experience in computers and the internet, and experiences in information ethics education were examined. Results demonstrated that female students were more ethical than male students on both of judgmental and behavioral aspects of information ethics. Everyday ethics had strong impact on information ethics. Students who use computers and the internet for practical purpose had more ethical than the others. More experiences in information ethics classes in universities enhanced both aspects of information ethics. Information ethics classes in high school had effects, but it was less influential than ones in university. Lastly, possible combination effects of everyday ethics, experience in computers and the internet, and experiences in information ethics education on information echics were examined, but no such effect was detected by analysis of variance.