Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms |
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| Authors: | Mijung Kim Wolff-Michael Roth |
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| Institution: | (1) Natural Sciences and Science Education, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616 Singapore;(2) Curriculum & Instruction, University of Victoria, Canada |
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| Abstract: | In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering
the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues,
it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society
where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept
of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the
notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of
knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific
literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students
to become active and responsible concerning STSE issues. |
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| Keywords: | ethics of knowledge integrity Science-Technology-Society-the Environment education |
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