Ethics in ScienceA Guide for Future Science Teachers

Supported by:ETHICS ACROSS THE CURRICULUMUkleja Center for Ethical LeadershipCollege of Business Administration, CSULB

Ethics in ScienceA Guide for Future Science Teachers

Implemented in:SCED 475, Science Teaching, K-8Required course for Multiple Subject Credential Program, CSULB

Ethics in ScienceA Guide for Future Science Teachers

Created by:William J. Straits, Assistant ProfessorDept. of Science Education, CNSM, CSULB

Teaching Module Goal 1

Future primary grades teachers will learn how to screen the children’s literature they will use in their future classrooms for messages of prejudice (i.e., those biased against, race, gender, sexual preference, etc.) and to seek texts that offer science role-models for students that include examples of the great many women and people of color that have and continue to contribute to science.

Teaching Module Goal 2

Additionally, future upper-grades/middle school teachers learn how to engage their students in respectful discussion of controversial science/social issues such as stem cell research and global warming - helping students to understand the underlying the science processes and different points of view regarding these contemporary controversies

Teaching Module Components

Discussing equity in science education - Selecting appropriate children’s literature

Modeling a middle school activity - Engaging children in considerations of ethics in science.

Developing successful science ethics instruction - Scaffolding for productive student discussions.

Ethics in ScienceA Guide for Future Science Teachers

Module Component 1

Selecting Children’s Literature

Pre-read Show cover of Shel Silverstein’s, The

Giving Tree. Ask, do any of you know this book? If you do, write a few sentences telling me what you think about it. If you don’t know this book, write a few sentences telling you what you expect from this book.

Selecting Children’s Literature

Read aloud Read using female voice for for female

character (tree) and age-specific, male voice for male character (boy). Use emotion to emphasize sadness in the female character.

Selecting Children’s Literature

Post-read Have teacher-candidates imagine that

they were a tree and write, from a tree’s perspective, what they think about the book.

Selecting Children’s Literature

After sharing in groups - convene whole class discussion. Topics may include: Banned books Society’s disregard for nature Prejudice in children’s literature etc.

Selecting Children’s Literature

Changes in textbooks - 1970 to today. Today’s texts are much more inclusive Teachers helped to bring about this

change.

Screening Children’s Literature

Screening Children’s Literature

Stereotypes Tolkenism Who’s doing what? Where? Standards for success Relationships - family/friends Hero? Loaded words

Adapted from: http://www.birchlane.davis.ca.us/library/10quick.htm

Screening Children’s Literature

Most importantly think about your kids. Does a book promote or hinder a

student’s connection to (science) learning?

It is vitally important that students - ALL STUDENTS - have science role models.

Science Role Models

Divide class into 5 groups. Ask each group to list as many scientists they can think of who are: African Americans Latinos/Latinas Pacific Islander/Asian Americans Females White Men

Science Role Models

Teachers must be and provide these role models.

Model enthusiasm for science learning. Use Children’s Literature to present

other role models.

Science Role Models

Read excerpts from, Girls Think of Everything. Exclude the name of the invention as you read. Have students raise hand when they think they

know the invention. “What do all of these inventors have in

common?” They are all women, creative people, problem-

solvers, etc.

Adapted from: Ansberry & Morgan, 2005

Ethics in ScienceA Guide for Future Science Teachers

Module Component 2

Engaging Students in Considerations of Ethics

in Science Host a Peanut Pageant

Each student is given a peanut, decorating materials, and a “Contestant Fact Sheet.”

After “pageant” segue into exploration of the anatomy of seeds. “One of the most important parts of the seed is

the cotyledons. To see them you have to dissect your peanut…”

Adapted from: Straits & Grizzard, 2007

What We Think - Our Science

Controversies Create with your group members a

comprehensive list of ethical, science issues that face our society today.

Then identify the top 5 issues that are important for today’s your adolescents to be thinking about.

Ethics in ScienceTopics for Research

Testing on Animals Which purposes are justified?

Education Biomedical Research Cosmetics

Which organisms may be used? Plants vs. animals Invertebrates vs.

vertebrates Mammals vs. non-mammals

Other ethical issues in science Cloning Genetic profiling Stem cell research Genetically modified

organisms Overpopulation Pollution and waste Deforestation Gloabal warming Alternative energy

Ethics in Science Cross-Curricular

Connections Language Arts

Debates Persuasive Writing Letters to organizations,

corporations, and political representatives

Information Arts Research of ethical issue(s) Critical and careful use of

Internet sources

Mathematics Calculating the extent of

animal sacrifice for specific purposes

Social Studies Historical context of animal

testing Uses of animals in other

cultures Ethics as a cultural

phenomenon

Engaged Students

Samples of sixth grade students’ written work

I decided to research products that I use everyday to see if they animal test. Animal testing costs over 136 billion dollars a year and kills 25 to 50 billion animals also a year…. The product I use most is Crest toothpaste made by Procter and Gamble…. I found that most of all Procter and Gamble products are animal tested…. After I researched the products I use I think I will change some of the products I use and I am now inspired to make a change and help stop animal testing. I now strongly disagree with animal testing and dissection for all purposes except for medical use. I never really paid attention to the products that I buy and animal testing until now.

The fact is that we kill millions of plants, animals, and organisms every day. By breathing you are killing microscopic organisms that float in the air. If you walk outside you are probably going to step on a blade of grass, an insect, or on countless other things. The sad truth is that we can not live without killing something. Which is worse to kill a bug by stepping on it, or to kill a bunny, so that you could make a scientific breakthrough, that could save millions of lives? It all depends on where you draw the line.

I for one think that the “treat others how you wish to be treated” statement applies to humans and animals alike. I also believe it is wrong to kill or harm animals just for the sake of our own beauty…. The next time you buy something make sure you are not paying for animals to be hurt. Remember you have the power to stop it. You can go with the flow and not think twice or you can save lives. Their fate is in your hands. You decide between life or... Death.

Do you care?

Ethics in ScienceA Guide for Future Science Teachers

Module Component 3

Science & Ethics Discussions

Strategies Resources Topics

Science & Ethics Discussions

Case Study Approach Sex and Vaccination, Zavrel & Herreid

2008

Reading/Discussion Worksheet How to Have a Successful Science and

Ethics Discussion, Chowning 2005

Strategies for leading discussions

Interrupted Case Method Gather information, respond to questions,

engage in discussion Get more information, additional questions, and

further discussion, etc. Structured Controversy

Gather information, make case for/against an issue

Switch roles, present case against/for the issue Role Play

play the role of a stakeholder in a: Panel Discussion Mock Court

Key Components

Background Information Multiple Perspectives Protocols for Discussion Meaningful Follow-up

Nat’l Science Teachers Assn.

Journals The Science Teacher Journal of College Science Teaching

Books Clones, Cats, and Chemicals Start with a Story Decisions Based on Science

Events-based Curricula Oil Spill Earthquake And several others

Other Resources

Online www.bioethics.net www.onlineethics.org Woodrow Wilson Biology Institute Biological Sciences Curriculum Study

In the News At the Movies

Our Science Controversies

Energy Health Environment Sex/Reproduction

ENERGY

Solar Energy Hybrid Vehicles Nuclear Weapons

Nuclear Development Energy Conservation Nuclear Waste

HEALTH

Drug use Organic Foods Euthanasia

Obesity Smoking Cure for Cancer AIDS

ENVIRONMENT

Pesticides Deforestation Water Conservation Global Warming

Habitat Protection Greenhouse Effect Pollution Reduce, Reuse, and

Recycle

SEX/REPRODUCTION

In vitro fertilization STDs Genetic Screening

Fertility Treatments Stem Cells Cloning Abortion

Ethics in ScienceA Guide for Future Science Teachers

Module Evaluation

Evaluation of Ethics Module

Pre/Post survey During the 1st and 14th weeks of the

semester students were asked: Describe the criteria you might use in

selecting children’s literature to incorporate into your science instruction.

Which topics are important to include in the K-8 science curriculum?

Evaluation of Ethics Module

Pre-instruction survey No students offered considerations of prejudice

as a criteria for reviewing children’s literature Post-instruction survey

9 (of 22) students added consideration of “[Teachers should] make sure [selected children’s

books] are inclusive of all cultures and gender.” “Diverse people [should be represented] in [selected

children’s] books.” “[A teacher should] look for literature that illustrates

multi-cultural kids.”

Evaluation of Ethics Module

Pre-instruction survey No students stated that contemporary, ethical/

controversial science topics were important to include in the K-8 science curriculum.

Post-instruction survey 10 (of 22) students included contemporary,

controversial science topics. Such as: “Ethical issues that are grade appropriate.” “Energy conservation, Global warming”

Ethics in ScienceA Guide for Future Science Teachers

Module Resources

References Ansberry, K. R. & Morgan, E. (2005). Brainstorms:

From Idea to Invention. In, Picture Perfect Science Lessons: Using Children’s Books to Guide Inquiry. (pp. 279-293). Arlington, VA: NSTA Press.

Chowning, J. T. (2005). How to have a successful science and ethics discussion. The Science Teacher, 72(8), 46-50.

Straits, W. & Grizzard, G. (2007). The Peanut Pageant: Engaging Students in Contemporary Science Controversies. The Green Teacher, 81, 10-13.

Zavrel, E. & Herreid, C. F. (2008). Sex and Vaccination. Journal of College Science Teaching, 74-78.

Resources Clarkeburn, H. Downe, J. R. & Matthew, B. (2002). Impact of

an ethics programme in a life science curriculum. Teaching in Higher Education, 7(1), 65-79.

Pirofski, K. I. (2001). Race, gender, and disability in today’s children’s literature. Retrived Oct. 30, 2008, from EdChange Multicultural Pavillion Web site: http://www.edchange.orgmulticultural/papers/literature2.html

The National Academy of Engineering (2006). Part 1: Creating Your Own Ethics-in-Science Lessons. Retrived Oct. 27, 2008, from http://www.onlineethics.org/ CMS/edu/precol/ scienceclass/lessonplans/part1.aspx

Zeidler, D. L., Sadler, T. D., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues in education. Science Education, 89(3), 357-377.

Additional Websites

www.nabt.org www.nsta.org www.csulb.edu/colleges/cba/ucel/ www.onlineethics.org library.buffalo.edu/libraries/projects/cases/case.html www.nwabr.org www.bioethics.net bioethics.georgetown.edu/hsbioethics

Children’s Literature Utilized in Module

Silverstein, S. (1964). The Giving Tree. New York, NY: Harper Collins.

Thimmesh, C. (2002). Girls Think of Everything: Stories of Ingenious Inventions by Women. New York, NY: Houghton Mifflin.

Thank you