Search

This paper presents a study that investigates the teaching and learning aspects of controversial issues in science education. Teaching ethical issues is mandatory for science teachers in England; however, teachers may experience difficulties in exploring contemporary issues in science due to rapid and unpredictable changes. The study carries an exploratory nature and was conducted with the participation of (n=29) students where they were asked to answer three questions: (a) How do you think a "designer baby" is made? (b) What do you think a test-tube baby is? and (c) Some people think parents should have the right to choose things like the sex or eye color of their baby, what are your thoughts? Results indicate that teaching ethical and social issues raises issues in the instructional effectiveness of teachers. (Contains 11 references.) (YDS)

This research reports on interpretive and cognitive approaches that were used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethical issues associated with cancer. Students were encouraged to use an inquiry approach. They were also provided with opportunities to engage in open and critical discourses and develop independent learning skills through metacognitive behaviors. The students', teachers', and researcher's perspectives on aspects of the unit of work and learning were used to evaluate the approaches used. Small group discussions and peer checking of essay drafts, as well as reflective journal writing, were perceived by students to have developed their thinking about cancer issues. Some students reported that making the skills explicit for researching and writing their essays was very useful in the inquiry process. This investigation indicates that students must have procedural knowledge and be motivated to use it in order to enable more effective learning. Bioethical contexts explore the ethical issues and decision-making associated with the use of living organisms and medicine (Macer, 1994). In countries such as New Zealand, where there is strong economic reliance on biotechnologies, science curricula now include biotechnology. The associated ethics and social responsibilities linked with the use of new technologies are being seriously questioned by society (Van Rooy, 1994). This is reflected in "Biology in the New Zealand Curriculum" (Ministry of Education, 1994) where the aim of including bioethical issues is to provide opportunities for students to be prepared to respond to issues in adult life by giving them experience in discussing personal, social, and ethical aspects (Conner, in press). In a democratic society, where citizens are expected to be able to make autonomous decisions, the impacts of technology on society need to be explored and elaborated, so that a culture of informed citizenry develops (Solomon, 1993). (Contains 26 references.) (Author/ASK)

This research reports on a constructivist approach that was used in a unit of work with a final year high school biology class. The aim of the intervention was to promote students' awareness and communication of the biological, social, and ethnical issues associated with cancer. Students were encouraged to use an inquiry approach. They were also provided with opportunities to engage in open and critical discourses and develop independent learning skills through metacognitive behaviors. The students', teachers', and the researcher's perspectives on aspects of the unit of work are used to evaluate the approaches used. Pre- and post-questionnaires, thinking journals, classroom observations, and interviews provide evidence of how aspects of the unit influenced students' thinking. The majority of students reported that the unit of work modified and broadened their ideas about bioethical issues linked with cancer. The results indicate what was important for teaching social and ethical issues in this biotechnological context. (Contains 26 references.) (Author/YDS)

This study compares attitudes and opinions of premedical, nursing, regular education, and special education undergraduate students regarding whether life-sustaining treatment should be withheld from newborns with severe disabilities. The paper begins with a review of the literature, which reveals that the amount of experience an individual has with people having disabilities may influence the individual to recommend providing life-sustaining medical treatment, that it may be rare for pediatricians to have any professional experience with individuals having severe disabilities, that special educators were less likely than regular educators to recommend withholding maximum medical treatment, and that the legal decision to administer life-sustaining treatment is left to the individual states. A survey of 131 undergraduate students enrolled at the College of Charleston (South Carolina) or the Medical University of South Carolina is then reported. Results indicate that statistically significant differences among various academic majors occur when comparing views on withholding life-sustaining treatment. Attitudes were affected by choice of major, by experience with individuals having disabilities, and by subject age, but not by gender. Appendices contain a copy of the survey instrument and statistical data. (Contains 22 references.) (JDD)

In 1979, Delta College, in Michigan, established a bioethics requirement for all nursing students. This paper describes a project to teach one of the required ethics course to local hospitals to observe students while they work and discuss ethical dilemmas as they arose. Introductory sections discuss project rationale and procedures, indicating that the instructor accompanied students on their rounds, learned patients' case histories, discussed ethical issues as they arose, and held discussion sessions at the end of each day. The next section provides two case studies of student observations at the pediatric unit of a local hospital, detailing the ethical issues raised. The first describes an adolescent with cerebral palsy at the developmental level of 4 months which raised issues concerning the decision-making prerogative of nurses and whether a patient's quality of life should be a criterion for treatment. The second addressed the question of whether a 1-month old infant decreasing in weight and head circumference was a victim of child abuse or neglect. Next, three case studies of psychiatric patients at another hospital highlight the issue of medical staff or societal intervention, describing student interactions with a suicidal, depressed woman; a violent adolescent; and a young man with a history of substance abuse who continues to receive a substantial student grant. The final sections discuss the general success of the project in terms of student interaction and instructor enrichment. (ECC)

Describes the evolution of managed care and reviews basic biomedical ethics and ethical decision-making models. Examines specific ethical issues and offers suggestions for practice, research, and education and training. Concludes with a research agenda, a review of projected general trends in health care delivery, and a discussion of counseling psychology's role in addressing current concerns. (Contains 81 references.) (Author/GCP)

New techniques have expanded the field of biotechnology and awarded scientists an unprecedented degree of control over the genetic constitutions of living things. The knowledge of DNA science is the basis for this burgeoning industry which may be a major force in human existence. Just as it is possible to move genetic material from one organism to another, scientists intend to transfer normal genes into somatic cells in order to correct severe genetic disorders. This procedure, called gene therapy, causes some critics to fear that human gene therapy might be used to alter fundamental human traits such as intelligence, personality, or physical appearance. Although scientists counter that it is unlikely that complex human traits can ever be altered by genetic means, the anxiety continues to generate public controversy. This monograph endeavors to help gain public acceptance by providing clear and accurate information, including benefits and risks, about biotechnology by discussing the following topics: (1) definitions of biotechnology; (2) roots of the biological revolution; (3) tools and applications of biotechnology; (4) gene therapy; (5) agricultural and industrial applications; (6) biotech companies; and (7) regulating biotechnology and genetic engineering. Also included are a 14-page glossary of terms commonly used and a 68-item list of the literature cited. (RT)

Suggests a reorientation within science in terms of morals, ethics, and higher values. Argues that science and science-education should encourage a deep-based relation to, and respect for, the object of study as part of a larger orientation to life. Recommends unification between objective and scientific fact. (MJP)

Delineates four compelling reasons for placing bioethical issues, including abortion, in a curricular context. These include linking ethics and civics, preparing informed decision makers, public debate, and studying the future today. Includes activities and questions designed to provide students with a conceptual focus. (MJP)

Asserts that the teacher as researcher movement increased awareness of the human interventionary nature of teaching. Maintains that the human interventions of regular classroom practice must be subject to the same ethical scrutiny that applies to all professional endeavors. (CFR)