Unit information: Ethical Issues in Science Education in 2014/15

Unit name	Ethical Issues in Science Education
Unit code	EDUCM4006
Credit points	20
Level of study	M/7
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Dr. Ingram
Open unit status	Not open
Pre-requisites	EDUCM4000
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

In this unit, an understanding of the main theories of ethics will arise from a consideration of the nature of science. We will consider how ethics and values intersect with science. Following on from the Teaching, Learning and Assessment unit, we will look critically at the myth and reality of the scientific method, and how this impacts on learners of science in a range of educational contexts. Reflection upon ethics in science education will lead to a consideration of the pedagogy of teaching ethical dimensions of science and their relevance beyond education.

Aims:

• Further to develop ideas about the nature of science and the components of scientific competence.

• To consider the fundamental concepts on which our understanding of ethics is built, and briefly to investigate the main theories of ethics in relation to science.

• Through a consideration of the work of scientists through history, to explore how ethics and values affect the scientific processes of design, execution and reporting of experiments.

• To reflect upon a range of ethical dilemmas posed by issues in modern science as they impact upon future life choices.

• To consider the affective domain in learning science, the responsibilities of scientists and science teachers.

• To consider the role of ethics in learners’ spiritual, moral, social and cultural education through science.

• To consider the ethical dilemmas for teachers when considering teaching the origins of life.

Intended Learning Outcomes

• Demonstrate an expanded understanding of the nature of science and the components of scientific competence, and to have considered the similarities and differences between scientists’ science and school science.

• Show evidence of reflection upon and understanding of the range of fundamental moral concepts about right and wrong and good and bad in human life in relation to science.

• Discuss critically the skills of the scientific process in relation to ethics, truth and reason.

• Show an understanding of the implications of some major ethical dilemmas posed by issues in modern science.

• Recognise and critique examples of ways in which spiritual, moral, social and cultural issues impact upon learners’ education through science.

• Demonstrate an understanding of the problems of teleological thought when considering the teaching of evolution and the origins of life.

Teaching Information

The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:

Face to Face Teaching Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.

ELearning ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups, online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.

Research Where appropriate, for example in order to provide data for analysis or to support a dissertation study, the use of action research, small-scale empirical studies and observations of professional practice will be encouraged and facilitated.

Assessment Information

EITHER:

Production of teaching and learning materials to incorporate ethical issues into a science scheme of work.

OR:

A written assignment to critically explore issues about the nature of science or ethical issues in a scientific topic, considering the implications for science education.

and:

Review of a novel or biography or website about science: the review must examine ethical or philosophical issues for professional scientists raised in the book.

To total 4,000 words or equivalent and include a bibliography.

Reading and References

• Graham, G. (2004) Eight Theories of Ethics. London: Routledge.

• Bryant, J. Baggott la Velle LM, and Searle, J. (2002) Bioethics for Scientists. London: John Wiley.

• O’Neill, O. (1996) Towards Justice and Virtue: a Constructive Account of Practical Reasoning. Cambridge: Cambridge University Press.

• Levinson, R. & Reiss M. J. (Eds) (2003) Key Issues in Bioethics: A Guide for Teachers. London: RoutledgeFalmer.

• Medawar, P. (1986) The Limits of Science. Oxford: Oxford Paperbacks.

• Journal of Biological Education [journal]