通过教师学习社区改变道德教育:"我开始认为道德可能和微积分一样重要"
Justin L Hess1, Elizabeth Sanders2, Grant A Fore3
1Purdue University, West Lafayette, IN, USA. jhess@purdue.edu.
Science and engineering ethics
|September 9, 2024
概括
教师学习社区 (FLC) 提高了STEM教育工作者在整合伦理教育方面的信心和技能. 参与培养了在课程中更深入地理解和实践应用道德原则.
科学领域:
- 在STEM教育方面.
- 研究中的伦理学.
- 教师发展学院发展学院
背景情况:
- 伦理教育对科学和工程学生至关重要.
- 一个挑战在于教师能够有效地将道德纳入课程的能力.
- 教师学习社区 (FLCs) 提供了一个潜在的解决方案,以提高道德指导.
研究的目的:
- 探索教职员工对道德教育的方法和看法的变化.
- 评估多年跨学科FLC对教师的影响.
- 了解FLC参与如何影响将伦理学纳入STEM课程.
主要方法:
- 与11名教师参与者进行了半结构化采访.
- 在FLC参与两年后,主题分析了采访数据.
- 专注于教师的概念化,个人影响和有关道德的教学原则.
主要成果:
- 教师参与者改善了他们对道德概念的表达.
- 参与者认识到个人信仰对他们的道德教学的影响.
- 该学院开发并实施了伦理教育的指导性教学原则.
结论:
- 参与FLC提高了教师的信心和将伦理学有意义地纳入STEM课程的能力.
- 教师在设计和完善伦理学教学方面成为变革的推动者.
- 这项研究为设计FLC提供了一个模型,以促进STEM中的伦理教育.
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