Moral sensitivity and its contribution to the resolution of socio‐scientific issues

Abstract

This study explores models of how people perceive moral aspects of socio-scientific issues. Thirty college students participated in interviews during which they discussed their reactions to and resolutions of two genetic engineering issues. The interview data were analyzed qualitatively to produce an emergent taxonomy of moral concerns recognized by the participant. The participants expressed sensitivity to moral aspects including concern and empathy for the well-being of others, an aversion to altering the natural order and slippery slope implications. In arriving at their final resolutions, many participants integrated their moral concerns with non-moral factors. The patterns revealed suggest that moral and non-moral concerns act in concern as they influence socio-scientific decision-making.

Attitudes and Language Use in Group Discussions on Socio-Scientific Issues

“…Studies on students' informal reasoning have also made use of TAP, both as the outcome of analogous classroom discussions (Gustavsson & Öhman, 2013;Lubben, Sadeck, Scholtz & Braund, 2010;Sadler & Donnelly, 2006), and of online asynchronous discussions (Lin, Hong & Lawrenz, 2012;Yeh & She, 2010). However, the importance of informal reasoning has brought the attention to models other than TAP to describe the qualities of socio-scientific reasoning (Sadler, 2004b;Sadler & Zeidler, 2005b;Sadler, Barab & Scott, 2007; State of the literature  Students' untutored decision-making discussions are recognized as important for developing critical thinking, but there are still concerns about the students' rather low levels of critical thinking.  It is assumed that the conversation progresses in different ways depending on how the group members act during the discussion, and that some modes of talking are more beneficial than others.…”

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

“…According to Sadler et al (2007), in a broader sense, SSI is concerned with the social and ethical issues that are conceptually relevant to science. The distinctive features of SSI are illstructured, factually and ethically complex and controversial issues of modern science (Kolstø 2001;Oulton et al 2004;Ratcliffe and Grace 2003;Sadler 2004). Hence, SSI can provide an ideal platform for teaching SSI and ethics and subsequently facilitate students' cognitive and character development (Zeidler, et al, 2005).…”

Development of a Science Ethicality Test for Elementary School Students

“…지금 까지의 과학윤리교육을 위한 국내외 문헌들을 살펴보면 다양한 관점 에서 과학윤리교육의 목적이 설정되어 있음을 알 수 있다. 과학에서 의 인식 및 태도의 변화 Harris & Ratcliffe, 2005;Rhee, 2011;Shin & Shin, 2012), 학업성취도 및 과학지식의 습득 (Cho, 2008;Ratcliffe & Grace, 2003, pp.65-87;Sadler, 2009), 과학의 본성에 대한 이해 (Bell & Lederman, 2003;Khishfe & Lederman, 2006;Shin & Shin, 2012;Walker & Zeidler, 2007), 과학적 소양 및 의사결정능력의 신장 (AAAS, 1993;Fowler et al, 2009;NRC, 1996NRC, , 2013NSTA, 1990;Park et al, 2002;Ratcliffe & Grace, 2003, pp.118-141 (Kurtines & Gewirtz, 1995, p.377), 기존 도덕교육의 개별적인 접근법에 대한 대안으로 가 장 설득력 있는 연구결과 (Park & Choo, 2007, p.185 (Clarkeburn, 2002;Fowler et al, 2009;Sadler, 2004)에서는 물론이 고, 의학윤리 (Bebeau et al, 1985;Duckett & Ryden, 1994;Hong, 2000;Self & Olivarez, 1996)나 교직윤리 (Chang, 1994;Kim & Son, 2002;Lim & Moon, 2007;Moon, 2006) …”