Supporting Secondary Students' Morality Development in Science Education

Autor/inn/en	Van Der Leij, Tore; Avraamidou, Lucy; Wals, Arjen; Goedhart, Martin
Titel	Supporting Secondary Students' Morality Development in Science Education
Quelle	In: Studies in Science Education, 58 (2022) 2, S.141-181 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Der Leij, Tore) ORCID (Avraamidou, Lucy) ORCID (Wals, Arjen) ORCID (Goedhart, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2021.1944716
Schlagwörter	Secondary School Students; Moral Values; Moral Development; Science Instruction; Teaching Methods; Sustainability; Correlation; Thinking Skills; Models; Research Reports; Decision Making; Ethics + Suchen Sie Ihr Suchwort? Sekundarschüler; Moral value; Ethischer Wert; Moralische Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Korrelation; Denkfähigkeit; Analogiemodell; Research report; Forschungsbericht; Decision-making; Entscheidungsfindung; Ethik
Abstract	This review study synthesises 28 empirical research articles emphasising the learning of morality aspects in the context of addressing socioscientific issues (SSI) in secondary science education. The key interrelated questions we seek to address in this study are how morality is conceptualised in the science classroom in the light of emerging sustainability issues and how it can be developed. We used the Four Component Model of Morality to create a knowledge base for how morality has been conceptualised in the literature on secondary science education and how it can be developed. The findings of this review study show that not all studies have used concrete, explicit conceptualisations of morality and that the role of sense of place and the situatedness of morality have often been neglected. It also emerged that studies focusing on students' moral character and action-taking were underrepresented. We recommend that further research be carried out on the interrelationships between moral character and enacted moral reasoning. The review also reveals a gap between morality research and teaching. Based on the outcomes of this review, we propose a set of recommendations aimed at guiding and encouraging students' morality within secondary science education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01