1,721,465 research outputs found
Værdier og etik i naturfaglig undervisning
No full textUndervisning i naturvidenskab indeholder, i stigende grad, spørgsmål omkring værdier og etik. Denne
artikel undersøger hvorvidt naturfagslærere bør og kan udforske værdier og etik i deres timer. Artiklen
er oversat fra engelsk hvor den er publiceret som et kapitel i bogen “The ASE guide to Secondary Science”
(Wood-Robinson, 2006). Mary Ratcliffe var for nylig i Danmark hvor hun holdt foredrag på de tre konferencer
“Fremtidens Naturfag” afholdt af Amtscentrene med titlen “Changes in the curriculum – the
concern for students’ uptake of science worldwide”. Foredraget handlede om tilgange til undervisning i
“the nature of science” med særlig vægt på hvordan vi kan hjælpe elever med at forholde sig til sociale
og etiske problemer i moderne naturvidenskab
Values and ethics in science education
No full textScience education increasingly includes issues of values and ethics. This chapter examines whether it should and how science teachers might explore values and ethics in their lessons
Issues and scenarios
Full text linkEthics is a specific discipline which tries to probe the reasoning behind our moral life, particularly by critically examining and analysing the thinking which is or could be used to justify our moral choices and actions in particular situations. Ethics is a branch of knowledge just as other intellectual disciplines. Traditionally, the ethical frameworks most widely accepted in most cultures arose within systems of religious belief. The tradition of ethical reasoning in this field is nothing like as long established as, for example, the traditions surrounding such age-old questions as war, capital punishment and freedom of speech. The major alternative to utilitarianism is a form of ethical thinking in which certain actions are considered right and others wrong in themselves, intrinsically, regardless of the consequences. The safest conclusion is that it is best to look both at the consequences of any proposed course of action and at any relevant intrinsic considerations before reaching an ethical conclusion
Sex education and science education in faith-based schools
Full text linkThe key issue for a faith-based school is the extent to which, if at all, its aims, ethos, curriculum, pedagogy and assessment should differ from other schools and the impact this has for its students on their learning, attitudes and dispositions. This chapter explores these issues with specific reference to the teaching of sex education and the teaching of science education. I conclude that the role of religion is somewhat different in science education and in sex education. In science education, a teacher needs to be sensitive to religious objections to aspects of the science curriculum for two reasons: first, out of respect for students; secondly, because not to be sensitive is to make learning in science less likely for some students. However, it is not the case that a science teacher should alter the science that is taught because of the religious views of students or anyone else. In sex education, though, religious views, while they should not have the power that some religious believers would like, nevertheless can, indeed often should, have a place in decision making. This is because of the central importance of values in general and religious views in particular for sex education and because values lack the degree of objectivity of scientific knowledge
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