比较一年级工程学生对道德决策的概念与对道德推理标准化评估的表现
Richard T Cimino1, Scott C Streiner2, Daniel D Burkey3
1Otto H. York Department of Chemical and Materials Engineering, New Jersey Institute of Technology, Newark, NJ, USA. cimino@njit.edu.
Science and engineering ethics
|June 4, 2024
概括
研究人员发现,一年级工程学生在道德推理测试中的得分与他们如何绘制"道德决策"之间没有联系. 这表明目前的评估可能无法完全捕捉工程伦理推理和决策复杂性.
科学领域:
- 工程教育 工程教育教育
- 道德发展道德发展
- 认知心理学 认知心理学
背景情况:
- 定义问题测试2 (DIT-2) 和工程伦理推理仪器 (EERI) 是评估一般和工程学生群体的伦理推理的标准工具.
- 本科生,特别是工程专业的学生,经常使用这些工具进行评估,以衡量他们的道德发展.
- 了解定量道德推理得分和道德决策的定性概念之间的关系对于完善教育评估至关重要.
研究的目的:
- 调查DIT-2和EERI分数与第一年本科工程学生"道德决策"概念图之间的相关性.
- 为了确定是否更高的后传统的道德发展和先进的道德推理技能,通过仪器测量,与更丰富的伦理决策的概念化相关.
- 探索学生理论上的道德推理能力与他们对道德决策过程的实际理解之间的潜在差异.
主要方法:
- 管理了定义问题测试2 (DIT-2) 和工程伦理推理仪器 (EERI) 给多所大学的一年级本科工程学生.
- 收集了学生的个人概念地图,定义了"道德决策"一词.
- 评分标准化仪器和学生创建的概念图,以评估道德推理和概念复杂性的水平.
主要成果:
- 学生在DIT-2和EERI的得分与他们在道德决策方面的概念图的得分之间没有显著的相关性.
- 这种缺乏相关性表明,学生对道德决策的概念理解,如概念图所示,并不能预测他们对基于场景的道德推理任务的表现.
- 这些发现表明,一年级工程学生如何表达伦理概念,以及他们在实践中如何应用伦理推理之间存在潜在的脱节.
结论:
- 该研究强调了道德推理的定量措施和学生对道德决策的定性概念之间的差距.
- 需要更精确的方法来量化工程伦理推理和决策,以更好地使评估结果与教育目标保持一致.
- 需要进一步的研究来理解和解决理论伦理推理与工程教育中的定位伦理决策之间的差异.
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