High School Teaching of Bioethics in New Zealand, Australia and Japan

Asada, Yukiko; Tsuzuki, Miho; Akiyama, Shiro; Macer, Nobuko Y.; Macer, Darryl

doi:10.1080/0305724960250403

Cited by 15 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Many educators and scientists argue that learners should be able to experience the ‘cool factor’ of science—the awe and joy that science learning inspires when they discover something interesting or solve a scientific mystery (eg, Chappell & Craft, 2009; Taylor et al, 2008). Additionally, learners should gain opportunities to engage in a scientific dialogue concerning the potential applications of emerging scientific and technological artefacts, and practice skills and competencies necessary for scientific work (Armstrong & Weber, 1991; Asada et al., 1996). This way educators could also help learners develop a stronger sense of self‐efficacy beliefs (eg, Britner & Pajares, 2006), increased curiosity and even long‐term interest in science (eg, Renninger, 2009; Weible & Zimmerman, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience

Nagy

Mawasi

Eustice

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands‐on and online narrative activities compared with participating in only hands‐on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands‐on, online game experience and transmedia) had a significant positive impact on learners' self‐efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects. What is already known about this topic Transmedia storytelling is a popular and adaptable learning application. Transmedia storytelling can be beneficial due to transfer of learning. Transmedia storytelling may foster learners' engagement and knowledge acquisition. What this paper adds The paper presents a Frankenstein‐themed transmedia experience that combines digital and hands‐on activities and borrows several themes from Mary Shelley's Frankenstein; or, the Modern Prometheus. Findings from this study show that transmedia storytelling can boost learners' science and creative self‐efficacy beliefs and science curiosity. However, transmedia storytelling combining digital and hands‐on experiences is not more effective in bolstering self‐efficacy beliefs and curiosity than digital or hands‐on experiences alone. Implications for practice and/or policy Transmedia storytelling might have unintended consequences for learning because it may exhaust learners' cognitive resources. Learners' transliteracy skills and competencies may influence what benefits they gain from partaking in transmedia storytelling experiences. Educators need to take learners' transliteracy skills into consideration when they wish to design and/or use transmedia storytelling experiences for learning purposes.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience

Nagy

Mawasi

Eustice

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…They analyzed different levels of sophistication in ideas of benefit, cost and risk reasoning, based on the topic of energy resources. Among other topics, an international survey was conducted by Asada et al (1996) on bioethics. They found that topics related to bio-ethics were more frequently taught in biology classes than in chemistry or the social sciences.…”

Section: Sustainability Chemistry Education and Pesticidesmentioning

confidence: 99%

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

Zowada

Frerichs

Zuin

et al. 2020

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15–17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

show abstract

“…Η ενσωμάτωση της βιοηθικής σε υπάρχοντα μαθήματα αφενός καταδεικνύει καλύτερα τον τρόπο με τον οποίο συμβαίνει συνήθως ο ηθικός προβληματισμόςεν μέσω πραγματικών περιστάσεωνκαι αφετέρου επιτρέπει σε όλους τους μαθητές να έρθουν σε επαφή με το υλικό [27]. Από μεγάλη έρευνα που έγινε σε σχολεία δευτεροβάθμιας εκπαίδευσης σε Νέα Ζηλανδία, Αυστραλία και Ιαπωνία [28], όπου τα θέματα βιοηθικής έχουν ήδη εισαχθεί στο πρόγραμμα σπουδών σε διαφορετικό βαθμό στις τρεις χώρες, διαπιστώθηκε ότι υπάρχει καλύτερη κατανόηση και ισχυρότερη υποστήριξη για τη διδασκαλία βιοηθικών και κοινωνικών ζητημάτων όταν αυτά συνδέονται με τα μαθήματα επιστήμης και τεχνολογίας και ότι τα θέματα αυτά καλύπτονταν περισσότερο από τα μαθήματα βιολογίας παρά από τις τάξεις των κοινωνικών επιστημών.…”

Section: η σημασία και ο ρόλος της βιοηθικής στη πρωτοβάθμια και δευτunclassified

Η Βιοηθική Στην Εκπαίδευση

Γλυκοφρύδη¹,

Ζαπουνίδου

2019

Bioethica

View full text Add to dashboard Cite

During recent years, bioethics have become increasingly important as it has become clear that citizens of all ages will be called upon to take ethical decisions about the use of science and technology at some stage of their lives. Research shows that there is a global agreement on the need to teach more of these ethical and social issues related to science and technology at all levels of education.This article attempts to investigate the importance and role of bioethics in secondary and undergraduate university education. Examples of primary and secondary education curricula, their goals and their contribution to improving students' understanding of the different aspects of bioethics are presented. Then, it is attempted to review the situation of bioethics in universities curricula. The article analyzes the different philosophies of approaching bioethical education, its relation with human rights and compares the advantages and disadvantages of the teaching strategies of integration and specialization.In conclusion, it seems that bioethics is worthwhile being joined together with other disciplines and integrated into a wider framework of effective and informed decision-making skills, whether the person is a health professional or a modern citizen.

show abstract

High School Teaching of Bioethics in New Zealand, Australia and Japan

Cited by 15 publications

References 11 publications

Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience

Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

Η Βιοηθική Στην Εκπαίδευση

Contact Info

Product

Resources

About