Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies.
Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies.
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科学课堂中的社会科学和伦理：教师的观点和策略。
DOI：
10.1002/tea.20142
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发表时间：
2006
影响因子：
4.6
通讯作者：
Kathleen M. Allspaw
中科院分区：
文献类型：
--
作者：
T. Sadler;Aidin Amirshokoohi;Mahsa Kazempour;Kathleen M. Allspaw
这项研究探讨了教师对社会科学问题(SSI)的使用以及在科学教学背景下如何处理伦理问题的观点。来自美国三个州的22名初中和高中理科教师参加了半结构式访谈，研究人员使用归纳分析来探索与以下两个问题相关的涌现模式。(1)科学教师如何将伦理在科学和科学教育中的地位概念化？(2)科学教师如何在课堂上处理与伦理相关的话题并表达自己的价值观？建立了个人资料，以记录参与者在科学和科学课堂中的伦理地位方面的观点和报告的做法。简介A由教师组成，他们接受在科学课程中注入SSI的概念，并列举了在课堂上使用有争议的话题的例子。简档B参与者在理论上支持SSI课程，但报告称存在重大限制，使他们无法实现这些目标。个人资料C描述了那些不承诺将教学重点放在SSI和道德方面的教师。简况D的基础是科学和科学教育应该是无价值的。个人资料E超越了科学教育中的伦理问题；这些教师强烈地认为，所有教育都应该有助于他们学生的伦理发展。与会者还就在课堂上表达自己的价值观表达了广泛的观点。讨论了这项研究对科学教育的启示。©2006威利期刊出版社，J Res Sci Teach 43：353-376,2006
This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353–376, 2006