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

被引：93

作者：

Fowler, Samantha R. ^{[1
]}

Zeidler, Dana L.

Sadler, Troy D. ^{[2
]}

机构：

[1] Univ S Florida, Dept Secondary Educ, Tampa, FL 33620 USA

[2] Univ Florida, Gainesville, FL USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 2009年 / 31卷 / 02期

关键词：

SOCIO-SCIENTIFIC ISSUES; DECISION-MAKING; ARGUMENTATION; KNOWLEDGE; FRAMEWORK; BELIEFS;

D O I：

10.1080/09500690701787909

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：279 / 296

页数：18

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