ir. T. van der Leij
The role of moral reasoning in socio-scientific issues
Societies are currently confronted with many complex science-related problems and controversies like climate change, the quality and security of food, water and air pollution, extreme drought, floods and loss of biodiversity. The problems place new challenges for education in general, and science education in particular. More specifically, these problems speak for the need of comprehensive, multidisciplinary and interdisciplinary science teaching and learning that addresses goals at the personal, local and global level. An approach to this challenge is found in the context of teaching and learning socio-scientific issues.
These issues are often complex and to arrive at a moral judgment is not only insight into the concepts of natural science essential, but also reflection on one's own and prevailing norms and values with regard to the dilemma important. Despite its widely recognized relevance not many science teachers have experience in supporting students in their development of moral reasoning.
In my PhD research study I examine the role of moral reasoning in socio-scientific issues, and specifically 16-18 year old students' moral reasoning and its development in the context of a specially-designed biology-education intervention in the Netherlands.
Supervision team: Prof. dr. L. (Lucy) Avraamidou (Groningen University), Prof. dr. M.J. (Martin) Goedhart (Groningen University), Prof. dr. ir. A.E.J. (Arjen) Wals (Wageningen University)
|Last modified:||01 May 2020 10.47 a.m.|