Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students

Autor/inn/en	Fowler, Samantha R.; Zeidler, Dana L.; Sadler, Troy D.
Titel	Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students
Quelle	In: International Journal of Science Education, 31 (2009) 2, S.279-296 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Moral Values; Moral Development; Secondary School Science; High School Students; Social Problems; Teaching Methods; Science Curriculum; Grade 11; Grade 12; Curriculum Development; Thinking Skills; Pretests Posttests + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Moralische Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Denkfähigkeit
Abstract	This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year-long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI-driven curriculum on the development of students' moral sensitivity. Our results indicate that development of moral sensitivity can be promoted through science learning experiences embedded in SSI. Results also suggest that moral sensitivity is contextually dependent. Implications for teaching are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10