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Fundamentals of Bioethics Education for Schools and Universities

Fundamentals of Bioethics Education for Schools and Universities. Dr Lindsey Conner. Global Trends. The applications of science are under increasing scrutiny There is a growing awareness about bioethics - social responsibility

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Fundamentals of Bioethics Education for Schools and Universities

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  1. Fundamentals of Bioethics Education for Schools and Universities Dr Lindsey Conner

  2. Global Trends • The applications of science are under increasing scrutiny • There is a growing awareness about bioethics - social responsibility • Citizens of the future will need to make decisions (personal and that affect society as a whole) socio-cultural influences

  3. Challenges for Bioethics Education • Ethical decisions are influenced by personal, social, cultural and emotional dimensions, values and conventions • Curriculum is not values free • Values are promoted as much by what is omitted as by what is included • Selection of appropriate content imperative for relevancy

  4. Goals of Bioethics Education • To increase respect for life • To balance the benefits and risks of science and technology • To understand better the diversity of views of different persons (Macer, 2004)

  5. What should we target in bioethics education? • Development of content Knowledge • Development of reflective processes (individual/societal views) • Exploration of morals/values (values clarification) • Knowledge about bias and how to detect it (values analysis) • Skills for developing “informed choice”

  6. Teaching about bioethics • Need to emphasise the importance of bioethical decision-making • Need to question the direction and principles underlying scientific endeavours • Cannot use conventional ways of transmitting knowledge • Need to explore what students know and think • Need to challenge students ideas • Need to show examples of critical thinking

  7. Approaches for teaching bioethics • Experiential (students explore multiple possibilities/solutions and experience making decisions) • Interactive (students discuss reasons for different views)

  8. Accessexisting knowledge • Brainstorming/categorising • Small discussions • Pre-tests • Surveys • Pre-write paragraphs/ essays • Use of cue cards

  9. Build on existing knowledge • Teacher indicates new science/technology content • Student-centred inquiry but prompted by the teacher/educator • Students question what they need to know and therefore what they should do to find out

  10. Enabling knowledge development Students need to know skills for inquiry/critical analysis- Do they already know how to be critical? Teacher provides scaffolding of skills though • Questions (oral and written) • Prompts • Checklists • Statements of purpose • Modelling reflective thinking of own views • Modelling metacognitive skills to evaluate information • Using sequence diagrams • Using examples of thinking related to decision-making

  11. Extending knowledge • Small group/whole class discussions • Use of case studies • Use of example/scenarios with associated decision-making • Role plays • Model building • Set up continuums of possible solutions • Paired comparisons with questions

  12. Challenge students • Get students to answer “why did you think that?” • Accept multiple answers as being correct • Encourage students to ask each other questions • Encourage an awareness of multiple perspectives • Get students to state the uncertainties (detect bias and evaluate the validity of claims)

  13. Assessment of Learning in Bioethics Dilemmas because of controversy and multiplicities (no correct answer) • Demonstrate respect for life • Communicate the benefits and risks of science and technology • Communicate multiple perspectives • Acknowledge individual, social, cultural and political influences on decision-making

  14. What is needed? Develop activities that: • Explore students’existing knowledge and ideas • Build on this existing knowledge • Assess students’ thinking about benefits and risks of science and technology • Assess awareness of multiple views and influences on decision-making socio-cultural contexts

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