Teaching and assessing ethics and social responsibility in undergraduate science : a position paper
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01/09/2014
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Resumo |
Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, neither the teaching nor the assessment of these concepts is straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and assessment in these areas and this paper reports on the outcomes of that workshop. Controversial issues discussed included: How broad is the mandate of the teacher, how should the boundaries between personal values and ethics be drawn, and how can ethics be assessed without moral judgement? In this position paper, I argue for a deep engagement with ethics and social justice, achieved through case studies and assessed against criteria that require discussion and debate. Strategies to effectively assess science students’ understanding of ethics and social responsibility are detailed. |
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application/pdf |
Identificador | |
Publicador |
Queensland University of Technology |
Relação |
http://eprints.qut.edu.au/71250/2/71250.pdf DOI:10.5204/jld.v7i2.203 Schultz, Madeleine (2014) Teaching and assessing ethics and social responsibility in undergraduate science : a position paper. Journal of Learning Design, 7(2), pp. 136-147. ALTC/SI11-2118 |
Direitos |
Copyright 2014 The Author This work is licensed under a Creative Commons Attribution 3.0 License |
Fonte |
School of Chemistry, Physics & Mechanical Engineering; Science & Engineering Faculty |
Palavras-Chave | #130212 Science Technology and Engineering Curriculum and Pedagogy #130313 Teacher Education and Professional Development of Educators #220107 Professional Ethics (incl. police and research ethics) #scientific ethics #social responsibility #threshold learning outcomes #HERN |
Tipo |
Journal Article |