Ethical Issues in the Classroom:Ethical Issues in the Classroom:Ideas for teaching resourcesIdeas for teaching resources

Paul BeaumontPaul Beaumont

Science & Plants for Schools (SAPS), Science & Plants for Schools (SAPS), Homerton CollegeHomerton College

OutlineOutline

Background Ethical Issues in the Curriculum Resources:

– TV/Video– Example of social biology– Genetic disease dilemmas– National DNA Database– Wellcome Trust activity– Case study activity

Ethical IssuesEthical Issues• Social, moral and ethical issues -

more clearly set out in syllabuses

• Social, ethical and legal implications of science to be integrated into the curriculum

• Resources need to be developed

• Training courses should be designed to update teachers

Ethical Issues &Ethical Issues & Specifications Specifications

Salters-Nuffield AS/A2 Biology

– Discuss the scientific arguments for and against the use of genetically engineered crops (improved crop quality, enhanced yield and consequences for the environment)

– Discuss the social and ethical arguments for and against the use of genetically engineered crops

Ethical Issues &Ethical Issues & Specifications Specifications

Scottish Qualifications Authority

Higher Biotechnology:– Discuss case studies of transgenic plants and

animals

Advanced Higher Biology:– Discuss moral and ethical issues relating to the

use of transgenic animals and plants

TV/Video

GATTACA (Columbia Tristar).

Set in the future - two classes of people:

– ‘Valids’ whose genetic attributes have been selected before birth,

– ‘In-valids’ who are the result of natural conception.

TV/Video The Gift (1995) Y Touring Theatre

Company

2 generations of the Kay family

Family has 2 distinguishing characteristics:

– a marked excellence in sports among some family members

– the presence of a rogue gene that causes Friederich’s ataxia. This disease is rare, crippling and often fatal.

Genetic Disease Dilemmas

Genetic Disease Genetic Disease DilemmasDilemmas

1. Place ‘Most Challenging Dilemma’ and ‘Least Challenging Dilemma’ cards at opposite ends

2. Someone reads, at random, one of the dilemma cards and starts discussion

3. Group discuss the card and place relative to the ‘Most’ and ‘Least’ cards

4. Next person reads out second card – discussion and placing of card

5. Continue until all of the cards have been used

Typically 45 – 60 minutes for full set of cards

National DNA DatabaseNational DNA Database• Established 1995• Run by FSS on behalf of ACPO• Currently some 2.2 million samples – rate of growth 400

000 p.a.• Currently 180 000 crime scene DNA profiles• 132% increase in DNA evidence since 2000• ca. 75 serious (murder, rape etc.) matches each month• ca. 3500 motor vehicle, drug property matches

Some issuesSome issues

Which profiles should be retained?

• Those cautioned/arrested and found guilty?

Some issuesSome issues

Which profiles should be retained?

• Those cautioned/arrested and found guilty?• Those suspected and found innocent?

Some issuesSome issues

Which profiles should be retained?

• Those cautioned/arrested and found guilty?• Those suspected and found innocent?• Those suspected and not charged?

Some issuesSome issues

Which profiles should be retained?

• Those cautioned/arrested and found guilty?• Those suspected and found innocent?• Those suspected and not charged?• Those who volunteer in ‘mass screenings’?

Dilemmas ExerciseDilemmas ExerciseIn this exercise you must judge whether various situations are morally good or bad and try to give reasons for your decisions

For each card you must decide how morally acceptable the situation is and describe it as either:– Morally very good– Morally good– Morally neutral– Morally bad– Morally very bad

You must also write down a reason for your decision

1

Dilemmas Exercise -InstructionsDilemmas Exercise -Instructions1. Work in groups of no more than six people

2. Take a set of cards (there are 5 cards in each set)

3. One person begins by reading out the first card of a set, and then he or she begins the group discussion. DO NOT READ THE NEXT CARD AT THIS STAGE!

2

Dilemmas Exercise -InstructionsDilemmas Exercise -Instructions

4. Whole group to discuss the dilemma and decide on your response - record it on the response record card.

5. Same person reads out the next card, leads the discussion and then records the group response - this continues until all cards are read and responses recorded.

6. Repeat steps 1-5 using a different set of dilemma cards.

3

Dilemma Response SheetDilemma Response SheetDILEMMA TITLE

Card 1 Decision

Reason

Card 2 Decision

Reason

Card 3 Decision

Reason

Card 4 Decision

Reason

Card 5 Decision

Reason

Case Studies

Working in your groups:Read through your case studyDiscuss issues within your groupTry to agree upon answers to questionsUse the flip chart paper to produce a

group presentation (to last < 4 minutes!)Other groups have different case studies

Case Studies

Some case studies have no obvious answers

We often have different opinionsWider discussion is necessary

Contact:Contact:

Science and Plants for Schools,

Homerton College, Cambridge CB2 2PH.

Tel: 01223 507168

E-mail: SAPS@homerton.cam.ac.uk

or pb288@cam.ac.uk

Web: http://www.saps.org.uk