Reiss, Michael (2008) The use of ethical frameworks by students following a new science course for 16-18 year-olds. Science & education, 17 (8-9). pp. 889-902. ISSN 0926 7220
|
PDF (The use of ethical frameworks by students following a new science course for 16-18 year-olds)
Reiss2008The889.pdf Download (134Kb) | Preview |
Abstract
There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16-18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and the development of ethical reasoning. Examination of a sample of reports written by students in 2005 as part of the course's summative assessment shows that utilitarian ethical reasoning is used widely and that the other ethical frameworks to which students are introduced in the course – rights and duties, autonomy and virtue ethics – are used substantially less often. In addition, students mostly argue anthropocentrically though many of them argue ecocentrically and/or biocentrically too.
| Item Type: | Article |
|---|---|
| Additional Information: | The original publication is available at www.springerlink.com |
| Subjects: | Departments > Geography, Enterprise, Mathematics and Science |
| Depositing User: | Katie Mooney |
| Date Deposited: | 18 Mar 2009 15:12 |
| Last Modified: | 26 Jun 2012 22:22 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/108 |
Actions (login required)
 |
View Item |
