Integrating Bioethics in Sciences’ curricula  using values in science and socio-scientific issues

Sousa, Cristina

doi:10.4995/muse.2017.6481

Cited by 3 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When asked about their thoughts on whether the teaching of socio-scientific issues should be universal across the country, teachers with informed views argued for contextualised teaching. The findings from these teachers are in line with the previous studies by Abeysekera and Dawson (2015), Sousa (2017) and Kibukahttp://ijlter.org/index.php/ijlter Sebitosi (2007) who found that the use of contextual knowledge that learners bring to the classroom, fosters metacognitive reasoning among learners. On the other hand, the teachers who held naïve views argued for universal teaching since learners would write the same examinations at the end of year.…”

Section: Discussionsupporting

confidence: 90%

“…The sources of these misconceptions could also be pedagogical in nature in that the time between the presentation of some of the concepts in meiosis and those in genetics is too wide that learners forget and fail to make connections (Longden, 2010). Teachers should therefore use contextual materials that allow application and development of knowledge and inquiry skills that relate the concepts to learners' experiences and the environment they live in (Pukkilla, 2004;Sousa, 2017).…”

Section: Teaching Genetics a Topic With Socio-scientific Issuesmentioning

confidence: 99%

“…Such a process will embrace the moral and value system essential for the development of more creativity and innovation among learners (Sadler et al, 2004). Teaching using inquiry does not only involve experimentation in a laboratory but can include the use of other sources to evoke the rise of new questions in science that can then be solved in relation to various societal issues (Amos & Levinson, 2018;Galano et al, 2016;Sousa, 2017). Inquiry provides an opportunity for each individual learner to have different experiences, thereby catering for diverse attitudes, values, ethics, beliefs and epistemologies (Saunders & Rennie, 2011).…”

Section: Scientific Inquiry As the Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

Ngwenya

Mavuru

2021

IJLTER

View full text Add to dashboard Cite

The study sought to establish teachers’ views about scientific inquiry in teaching genetics whilst addressing socio-scientific issues (SSIs). The argument was if teachers do not fully understand the holistic nature of scientific inquiry, it prevents them from using SSIs effectively to facilitate learners’ understanding of abstract concepts. The study focused on genetics as a topic with SSIs and with abstract concepts difficult to present in concrete materials. Therefore, the paper aimed to learn about Life Sciences teachers’ view in using scientific inquiry in teaching genetics whilst addressing socio-scientific issues. In an explanatory sequential mixed method research design, two questionnaires were administered to 100 Life Sciences teachers, to seek their views about scientific inquiry and understanding of socio-scientific issues respectively. Interviews were administered only to six teachers whose responses based on the analysis of data from questionnaires, were considered as informed, partially informed and naïve views. Lesson plans for selected teachers were analysed. The findings showed that the teachers were aware and appreciative of the inquiry-based approaches and socio-scientific issues embedded in genetics. The teachers however required extensive knowledge and skills on the procedures of inquiry that have to be employed when addressing socio-scientific in genetics. These findings inform teachers and teacher professional development programmes on the importance of context as the source of socio-scientific issues that tend to impact on learner understanding of concepts in topics such as genetics.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Teaching Genetics a Topic With Socio-scientific Issuesmentioning

confidence: 99%

Section: Scientific Inquiry As the Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

Ngwenya

Mavuru

2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…In the answers given by the students to the many scenarios, it was found that the ethical values were independent of the education level of mother and father, gender or class level. From middle school to undergraduate education, it is important for students at all levels to understand the most important debates in bioethics and to analyze future bioethical debates (Sousa, 2017). Ethical frameworks can provide a robust approach to thinking about teaching and learning in science and technology, strengthen student involvement through links to genuine controversial issues, and empower students to contribute to the reasoned debate about our future (Jones, McKim, & Reiss, 2010).…”

Section: Discussionmentioning

confidence: 99%

Determination of Bioethical Perceptions of Gifted Students

Ceylan¹,

Topsakal²

2018

JETS

View full text Add to dashboard Cite

This research was carried out to reveal the bioethical values that special, talented students have about the socioscientific issues that they may encounter in everyday life. Scanning model was used in the research from quantitative research methods. The study's working group is composed of special talented fifth, sixth, seventh, eighth, ninth, and tenth-grade students (N = 100) who have already been diagnosed with a special talent individual in the 2017-2018 academic year and who continue to science and art centers. The Bioethics Value Inventory developed by Kurt (2011) was used as a data collection tool. The inventory consists of five scenarios and contains frequently encountered dilemmas. Scenario issues include active and passive euthanasia, organ donation, GMO products, embryology technologies. In the analysis of the data, descriptive statistics were used for the answers given by the students to the script. Besides, Chi-square test was applied by SPSS package program to determine whether there is a difference in bioethical value and main decision options according to gender, grade level, mother education level and father education level. According to the scenario in the inventory, the students' ethical values (The Utilitarian, The rights, The justice, The virtue, The normative, The theological, preference for natural, The science and technology-based, Belief in Humans' Superiority to Other Living Beings) were calculated by calculating percentages. There are various outcomes in the Chi-square test for each scenario. Despite the fact that private/gifted individuals are few in the society, they need to develop their ethical values, especially when considering the contribution each country can make. For this reason, the ethical values of special, talented individuals should first be identified in their current bioethics, and then the bioethical value education should be given to the privatized programs directed to them. Nowadays, with the emphasis on bioethics education, it is expected that the study will be a source of many kinds of researchers on bioethics education of specially talented children. The study is becoming important in these aspects.

show abstract

“…It is also known that these issues have their environmental, financial, scientific, ethical, moral, and political aspects and are about situations associated with human rights (Chang-Rundgren & Rundgren, 2010). These issues require sustainable development, consideration of the environment, understanding risks and possible outcomes, and making scientific decisions (Ratcliffe & Grace, 2003), and are closely related to human rights and constitute an important context for human rights education (Doganay & Ozturk, 2017;Bossér, 2018;Chang-Rundgren & Rundgren, 2010;Dolan, Nichols, & Zeidler, 2009;Sadler, Foulk, & Friedrichsen, 2017;Sousa, 2017;Zeidler & Keefer, 2003). Environmental education courses also include a wide range of socioscientific issues such as nuclear power plants, thermal power plant, climate change, recycling, and use of pesticides-methyl bromide, genetically modified organism (GMO), nuclear power plants, global warming, and alternative energy resources.…”

Section: Introductionmentioning

confidence: 99%

Human Rights Education with Socioscientific Issues through the Environmental Education Courses

Öztürk¹

2018

EJER

View full text Add to dashboard Cite

Purpose: Human rights education is vital for democratic societies. For an effective human rights education, teachers need to have an in-depth comprehension regarding human rights in the first place. Accordingly, this study aimed to develop, implement and evaluate the Human Rights Curriculum Based on Socioscientific issues as Part of the Environmental Education Course (HRCSEC) for pre-service primary school teachers (PPSTs). Method: This study was designed as a quasi-experimental study with non-equivalent pre-test/post-test control group. The participants of the study include 77 PSPTs

show abstract

Integrating Bioethics in Sciences’ curricula using values in science and socio-scientific issues

Abstract: The main objective of the present work is selection of ethical issues that should be addressed with first year undergraduate and K-12 students.

Cited by 3 publications

References 14 publications

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

Determination of Bioethical Perceptions of Gifted Students

Human Rights Education with Socioscientific Issues through the Environmental Education Courses

Contact Info

Product

Resources

About