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Teaching science and ethics to undergraduates: a multidisciplinary approach
1Interdisciplinary Science, Eugene Lang College, The New School for Liberal Arts, 65 West 11th Street, New York, NY 10011, USA. mcgowana@newschool.edu
Science and Engineering Ethics
|January 4, 2012
Summary
Integrating ethical implications into undergraduate science courses benefits all students. This approach enhances science retention by providing crucial context, even for non-science majors.
Area of Science:
- Science Education
- Ethics in Science
Background:
- Undergraduate science courses often lack discussion on the ethical dimensions of scientific progress.
- Engaging non-science majors in science subjects can be challenging.
Purpose of the Study:
- To evaluate the advantages and disadvantages of incorporating ethical implications into undergraduate science curricula.
- To explore strategies for increasing science course enrollment among non-science majors.
Main Methods:
- The study examines three specific undergraduate science courses designed with an ethical component.
- Qualitative analysis of student engagement and learning outcomes was performed.
Main Results:
- A significant advantage is the increased enrollment of students, particularly non-science majors, attracted by the ethical discussions.
- Students demonstrated improved retention of scientific concepts when presented within an ethical framework.
Conclusions:
- Teaching scientific ethics in undergraduate science courses offers substantial benefits for both science and non-science students.
- The inclusion of ethical components can enhance overall science literacy and engagement, outweighing potential reductions in purely scientific content coverage.
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