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研究完整性的影响和评估教学:一个系统的文献综述
Daniel Crean1,2,3, Bert Gordijn4, Alan J Kearns4
1School of Veterinary Medicine, University College Dublin, Belfield, Dublin 4, Ireland. daniel.crean@ucd.ie.
根据一篇文献评论,负责任的创新 (RI) 教学可以提高道德意识,但难以影响道德行动. 目前对RI教学有效性的评估方法进行了辩论,伦理行为特别难以衡量.
科学领域:
- 科学和技术中的伦理学
- 负责任的创新 (RI) 教学
- 研究伦理教育教育研究伦理
背景情况:
- 在科学和技术发展中,道德决策至关重要.
- 负责任的创新 (RI) 教学旨在促进研究中的伦理考虑.
- 在伦理决策阶段,RI教学的有效性需要进行系统的评估.
研究的目的:
- 系统地审查学术文献关于RI教学对道德决策阶段的影响.
- 确定用于评估RI教学有效性的测量工具.
- 确定哪些伦理决策阶段是难以评估的.
主要方法:
- 关于RI教学的学术断言的系统文献综述.
- 关于改善道德决策阶段 (意识,推理,动机,行动) 的说法分析.
- 检查RI教学中的测量技术和评估挑战.
主要成果:
- RI教学最常被声称是提高道德意识的;动机很少被解决.
- 根据一些来源,行为 (行动) 是最不容易通过RI教学得到改善的阶段.
- 定制调查和验证的措施是常见的,但他们的充分性是有争议的;伦理行为很难评估.
结论:
- 证据支持RI教学对道德意识的积极影响,但对其他阶段的影响较小.
- 目前对RI教学有效性的评估措施进行了辩论,需要谨慎地解释结果.
- 需要进一步的研究来开发可靠的方法来评估RI教学的影响,特别是对伦理行为的影响.
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