Abstract
Students have varied perceptions about ethical issues related to Biotechnology which was evident from their responses in the classrooms at both high school and undergraduate levels. One of the factors contributing to the development of students’ ethical understanding is the quality of exposure that they are given in the classroom vis-a-vis ethical issues. The classroom discourse initiated by the teacher around these issues also helps in triggering thought process and critical understanding about these issues. The present chapter highlights the different aspects of students’ thinking, meaning-making and ethical understanding with respect to STSE (science, technology, society and environment) issues which is often evident in their arguments. Sometimes, it was found that students abide by their teacher’s positions and stances on ethical issues, while in others, there were also some conflicts recorded in their responses. This will give a firsthand understanding to the teacher as to how students think about ethical issues in Biotechnology and can thus help them in better planning and transaction of issues. Development of ethical reasoning is indispensable for sound decision-making and attaining a high level of scientific literacy on these issues, which was reflected in some students’ responses.
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Notes
- 1.
Taken from, Internet Encyclopedia of Philosophy (https://www.iep.utm.edu/ethics/).
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Saxena, A. (2019). Ethical Understanding Among Students About Bioethical Issues. In: Ethics in Science. Springer, Singapore. https://doi.org/10.1007/978-981-32-9009-9_10
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DOI: https://doi.org/10.1007/978-981-32-9009-9_10
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