Towards Introducing Ethical Thinking in the Classroom: Beyond rhetoric

Jones, Alister; McKim, Anne; Reiß, Michael

doi:10.1163/9789460910715_002

Cited by 2 publications

(4 citation statements)

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“…• The construct of socioscientific issues (Sadler, 2011a) and the approach of moral judgement (Kohlberg, 1974) exist as two different approaches within the discourse about decision-making in science education. • The inclusion of decision-making processes into biology education has been enforced during the last decades (Jones, McKim, & Reiss, 2010). This trend also appears in the German standards for science education (Kultusministerkonferenz [KMK], 2004).…”

Section: Moral Judgementmentioning

confidence: 99%

“…The integration of decision-making competence into science education has been enforced during the last two decades (Jones et al, 2010). However, the paradigm shift to output-orientated learning in classrooms and the focus on the acquisition of students' competencies being applied by the ministry of education caused difficulties.…”

Section: Integration Of Decision-making In German Biology Lessonsmentioning

confidence: 99%

“…The achievements of modern science have caused a change in the character of science education and in perceptions about what it should contain (Sadler, 2011a). Overall, science education today puts more emphasis on enabling students to take part in public discourse about socioscientific issues and decision-making (Jones, McKim, & Reiss, 2010). Hence, obtaining 'scientific literacy' is considered to be an important aim of modern science education (Kolstø, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Following the first efforts of the science, technology and society approach (STS; Sadler, 2004) in the early 1980s, the tendency of including ethical aspects into science education has been enforced during the last twenty years and has become a main goal of many curricula during the last decade (Jones, McKim, & Reiss, 2010). This can be considered as an international trend (Sadler, 2004;Jones et al, 2010) which also appears in the German educational system. The German national standards for science education, which were released in 2004, determine decision-making competence as a compulsory part of science and, thus, biology lessons (KMK, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches

Steffen

Hößle

2014

EURASIA J MATH SCI T

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The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain-'evaluation and judgement competence'-is currently depicted by different models. This paper describes the models and existing international approaches on decision-making. To give insights into current research on the German construct, selected results of two studies regarding teachers' pedagogical content knowledge with the focus on improving the integration of evaluation and judgement competence into biology lessons are presented. Relations of evaluation and judgement competence to international approaches and its integration into biology lessons are discussed.

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Section: Moral Judgementmentioning

confidence: 99%

Section: Integration Of Decision-making In German Biology Lessonsmentioning

confidence: 99%