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Improving epistemological beliefs and moral judgment through an STS-based science ethics education program
1Stanford University School of Education, 485 Lasuen Mall, Stanford, CA, 94305-3096, USA, gksgpals@stanford.edu.
Science and Engineering Ethics
|January 23, 2013
Summary
This study created a Science-Technology-Society (STS)-based ethics program for future scientists. The program successfully enhanced students' epistemological beliefs and moral judgment for complex ethical challenges.
Area of Science:
- Science, Technology, and Society (STS) Education
- Science Ethics Education
- Philosophy of Science and Technology
Background:
- High school students in science and engineering fields require robust ethical frameworks.
- Developing epistemological beliefs and moral judgment is crucial for navigating complex science and engineering dilemmas.
- Existing science ethics education may not adequately address the interdisciplinary nature of STS.
Purpose of the Study:
- To develop and evaluate a Science-Technology-Society (STS)-based science ethics education program.
- To enhance epistemological beliefs and moral judgment in gifted high school science and engineering students.
- To explore the impact of STS-related theories on students' ethical reasoning.
Main Methods:
- Implementation of an STS-based science ethics education program for gifted Korean high school students.
- Curriculum integrated philosophy, history, sociology, and ethics of science and technology.
- Essay-based qualitative measurements were used to assess program outcomes.
Main Results:
- Significant development in students' epistemological beliefs was observed.
- Significant improvement in students' moral judgment was demonstrated.
- The program effectively fostered psychological constructs necessary for ethical decision-making in science and engineering.
Conclusions:
- An STS-based science ethics education program can effectively enhance epistemological beliefs and moral judgment.
- Developing these psychological constructs is vital for future scientists and engineers.
- The study highlights the need for interdisciplinary approaches in science ethics education.
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