An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues

Chen, Yu; So, Wing Mui Winnie

doi:10.1186/s41029-016-0012-6

Cited by 8 publications

(6 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In recent years, topics related to bioethics have gained considerable importance as a significant tool in science education to improve the scientific literacy of students (Chen & So, 2017;Putri, Tukiran, & Nasrudin, 2018). In short, it is important for the public to have higher scientific literacy.…”

Section: Discussionmentioning

confidence: 99%

Does Teacher Education Program Affect on Development of Teacher Candidates’ Bioethical Values, Scientific Literacy Levels and Empathy Skills?

Turgut¹,

Yakar²

2020

IES

View full text Add to dashboard Cite

The aim of this study is to evaluate science teacher candidates based on bioethical values, scientific literacy level and empathy skills and to determine their associations. Therefore, descriptive model was used for the study. The sample of the study consists total of 286 teacher candidates from first, second, third and fourth grade of Faculty of Education Science Teaching department. Results of the study revealed that bioethical values for “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning”, “Controlling the Genetic Interventions” subscales were increased with school year in science teacher candidates. In addition, science literacy of science teacher candidates for “Nature of Science” and “Science-Technology-Society Relation” subscales were also increased with school year. The study also found a positive relation between bioethical values for two subscales of bioethical values, “Benefits of Biotechnology Applications” and “Controlling the Genetic Interventions”, and science literacy for “Nature of Science” subscales in science teacher candidates. Similarly, a positive relation was found between bioethical values for two subscales, “Benefits of Biotechnology Applications” and “Controlling the Genetic Interventions”, and science literacy for “Science-Technology-Society Relation” subscale in science teacher candidates. Analysis results showed a positive relation between bioethical values and empathy skills of science teacher candidates. In other words, the higher the teacher’s empathy skills, the higher their bioethical values.

show abstract

Section: Discussionmentioning

confidence: 99%

Does Teacher Education Program Affect on Development of Teacher Candidates’ Bioethical Values, Scientific Literacy Levels and Empathy Skills?

Turgut¹,

Yakar²

2020

IES

View full text Add to dashboard Cite

show abstract

“…A review of the relevant literature demonstrates that the academic studies conducted on discussion as a teaching method in science lessons generally focus on scientific discussion and argumentation (Akbaş & Çetin, 2018;Chen & So, 2017;Demiral & Çepni, 2018;Konstantinidou & Macagno,2013;Lazarou et al, 2016;Okumuş, 2020;Osborne, 2005).In the teaching and learning process within the science curriculum, teachers assume the role of a guide, while students are considered as individuals who conduct research, question, and discuss information (MoNE, 2013). In this regard, it is of great importance that teachers or prospective teachers make use of the debating method effectively in their lessons.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Debating Technique on Science Prospective Teachers’ Willingness to Argue: An Example of Discussion as Regarding Renewable Energy Sources

Çolak

2022

education

View full text Add to dashboard Cite

This study aimed to investigate the effect of debating activities on prospective science teachers’ willingness to argue. The sample group consisted of 27 students studying in the second year of Science Teaching. The Argumentation Willingness Scale and a structured interview form were used as research tools to collect data in the present study, conducted with an exploratory sequential mixed methods design lasting for five weeks for the purpose of examining the variation in prospective teachers’ willingness to argue. The Argumentation Willingness Scale was used to determine the prospective teachers’ level of willingness to argue before and after the implementation procedure. The resulting data were analysed with the paired samples t-test (a repeated measures t-test). Content analysis was also used to analyse the data obtained from the structured interview forms, which were administered after the procedure was completed in the qualitative dimension of the study.As a result of the quantitative data analysis, the debating activities were found to be efficacious in increasing the participants’ willingness to argue. The analysis of the qualitative data, on the other hand, revealed the prospective teachers’ views indicating that debating activities helped them acquirea number of skills such as research skills, discussion skills, and self-expression, and that they would use such activities especially while teaching socio-scientific issues in their professional life in the future.

show abstract

“…It is therefore imperative that SSI are included in the school curricula and taught as early as possible. Their inclusion in the science curricula allows students to develop scientific reasoning abilities, critical thinking skills, moral and ethical reasoning, and bio-ethical decisionmaking skills (Lee, Abd-El-Khalick & Choi, 2006;Kara, 2012;Gutierez, 2014, Ozden, 2015, Chen & So, 2017Chin, Yang & Tuan, 2015). It also fosters students' understanding of the nature of science (Khishfe, Alshaya, BouJaoude, Mansour & Alrudiyan, 2017) and scientific literacy (Sadler, 2009), which has become a universal goal of science education.…”

Section: Introductionmentioning

confidence: 99%

Science Teachers’ Views about Inclusion of Socio-Scientific Issues in UAE Science Curriculum and Teaching

Arbid¹,

Tairab²

2020

INT J INSTRUCTION

View full text Add to dashboard Cite

The purpose of this study was to examine the views of secondary school science teachers regarding the inclusion of socio-scientific issues (SSI) in the curriculum, and the factors that may facilitate or impede their inclusion. A survey administered to 130 science teachers of different background and experiences. The findings revealed that science teachers had positive views on the inclusion of SSI in the curriculum. Participants identified resources, teaching strategies, and knowledge as factors that facilitated the inclusion of SSI in the curriculum. Factors that could impede the inclusion of SSI in the curriculum included the need to implement teaching strategies based on actual socio-scientific issues, students' lack of maturity, and cultural influences that might limit participation levels. There were statistically significance differences between the views of science teachers who had prior knowledge of SSI, and the SSI content provided in the professional development programs attended. Science teachers' prior knowledge and professional development programs attended have also affected their views about the factors that facilitate or impede the inclusion of SSI in the curriculum. The findings were discussed in the context of science education research and how science teachers might adapt the science curriculum to effectively incorporate SSI.

show abstract

An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues

Cited by 8 publications

References 41 publications

Does Teacher Education Program Affect on Development of Teacher Candidates’ Bioethical Values, Scientific Literacy Levels and Empathy Skills?

Does Teacher Education Program Affect on Development of Teacher Candidates’ Bioethical Values, Scientific Literacy Levels and Empathy Skills?

The Effects of Debating Technique on Science Prospective Teachers’ Willingness to Argue: An Example of Discussion as Regarding Renewable Energy Sources

Science Teachers’ Views about Inclusion of Socio-Scientific Issues in UAE Science Curriculum and Teaching

Contact Info

Product

Resources

About