Integrating Bioethics in Sciences’ curricula using values in science and socio-scientific issues
The main objective of the present work is selection of ethical issues that should be addressed with first year undergraduate and K-12 students.
Since K-12 Sciences’ curriculum, in Portugal, does not include bioethics content in any discipline explicitly, teachers need to make an effort to include it. Some online materials are available to use in high school classes and will be discussed.
My proposal combines inquiry learning-teaching methods with the aim of promoting the discussion of bioethics issues in accordance to UNESCO Bioethics Core Curriculum already adopted by twenty universities throughout the world (Darwish 2015). Some of the issues that are addressed are: ecology and environment ethics, infectious diseases and vaccination, water for all, intellectual property, genomes and patents, biotechnological advances (genetic modified organisms and synthesis of genomes), future generations, climate hanges and natural resources, biomedical advances and human rights, authorship and contributions in scientific publications, and biobanks.
In conclusion, this study may constitute an example to facilitate the implementation, by K-12 teachers, of active inquiry strategies, using features of science such as values and socio-scientific issues, and focused on the discussion of concrete ethical issues facing humanity. It also constitutes a proposal of integrating Bioethics in undergraduate sciences’ curricula.
Allchin, D. (1999). Values in Science: An Educational Perspective. Science & Education, 8, 1-12. https://doi.org/10.1023/A:1008600230536
Chowning, J. T., Griswold, J. C., Kovarik, D. N. and Collins, L. J. (2012). Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education. PLoS ONE, 7, e36791. https://doi.org/10.1371/journal.pone.0036791
Darwish, B. (2015). Promoting the future of Bioethics. In Solinís (Ed.), Global Bioethics: What for? (p107-110). UNESCO.
Gibson, D. G., Glass, J. I., Lartigue, C., Noskov, V. N., Chuang, R. Y., Algire, M. A., Benders, G. A., Montague, M. G., Ma, L., Moodie, M. M., Merryman, C., Vashee, S., Krishnakumar, R., Assad-Garcia, N., Andrews-Pfannkoch, C., Denisova, E. A., Young, L., Qi, Z. Q., Segall-Shapiro, T. H., Calvey, CH, Parmar, P. P., Hutchison, C.A. III, Smith, H. O. and Venter, J.C. (2010). Creation of a bacterial cell controlled by a chemically synthesized genome. Science, 329(5987):52-6. https://doi.org/10.1126/science.1190719
Gutierez, S. B. (2015). Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students. International Education Studies, 8, 1, 142-151.
Hutchison, C. A. III, Chuang, R. Y., Noskov, V. N., Assad-Garcia, N., Deerinck, T. J., Ellisman, M. H., Gill, J., Kannan, K., Karas, B. J., Ma, L., Pelletier, J. F., Qi, Z. Q., Richter, R. A., Strychalski, E. A., Sun, L., Suzuki, Y., Tsvetanova, B., Wise, K. S., Smith, H. O., Glass, J. I., Merryman, C., Gibson, D. G. and Venter, J. C. (2016). Design and synthesis of a minimal bacterial genome. Science, 351(6280): aad6253. https://doi.org/10.1126/science.aad6253
Irrazábal, G. (2015). On the emergence and consolidation of bioethics as a discipline, as seen from a sociological perspective. História, Ciências, Saúde, 22, 4.
Keskin, M. O., Samanci, N. K. and Yaman, H. (2013). Argumentation based bioethics education: Sample implementation on Genetically Modified Organisms (GMOs) and genetic screening tests. Educational Research and Reviewes, 8 (16), 1383-1391.
Loike, J. D., Rush, B. S., Schweber, A. and Fischbach, R. L. (2013). Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics. CBE – Life Sciences Education, 12, 701-710. https://doi.org/10.1187/cbe.13-01-0012
Matthews, M. R. (2012). Changing the focus: From nature of science to features of science. In M. S. Khine (Ed.), Advances in nature of science research. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-2457-0_1
Nunes, R., Duarte, I., Santos, C. and Rego, G. (2015). Education for values and bioethics. SpringerPlus, 4, 45. https://doi.org/10.1186/s40064-015-0815-z
O' Mathúna, D. P. (2007). Bioethics and biotechnology. Cytotechnology, 53, 113–119. https://doi.org/10.1007/s10616-007-9053-8
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463-466. https://doi.org/10.1126/science.1183944
Serageldin, I. (2011). The Values of Science. Science, 332, 1127. https://doi.org/10.1126/science.1208806
Turrens, J. F. (2005). Teaching Research Integrity and Bioethics to Science Undergraduates. Cell Biology Education, 4, 330-334. https://doi.org/10.1187/cbe.05-03-0068
UNESCO (2011). Bioethics Core Curriculum, Section 2: Study Materials. 92p.
Van Roy, W. and Pollard, I. (2002). Teaching and Learning about Bioscience Ethics with Undergraduates. Education for Health, 15, 3, 381-385. https://doi.org/10.1080/1357628021000012822
Zaragoza, (2015). Dignity as the foundation for all Human Rights. In Solinís (Ed.), Global Bioethics: What for? (p47-51). UNESCO.
Zimmermann, M. B. and Hurrell, R. F. (2002). Improving iron, zinc and vitamin A nutrition through plant biotechnology. Current Opinion in Biotechnology, 13, 142-145. https://doi.org/10.1016/S0958-1669(02)00304-X
Metrics powered by PLOS ALM
This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.
Universitat Politècnica de València
e-ISSN: 2341-2593 https://dx.doi.org/10.4995/muse