Advertisement

Thinking (Scientifically) Responsibly: The Cultivation of Character in a Global Science Education Community

  • Dana L. Zeidler
  • Marvin W. Berkowitz
  • Kory Bennett
Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 41)

Abstract

What does it mean to think in scientifically responsible ways? What does it mean to think globally and act locally if words and deeds are to be viewed in a global context? Do normative expectations of morality hinder or facilitate the development of character? Is the exercise of prudence and virtue commensurable with a global perspective of science education? This chapter explores the issues surrounding these and related questions as they impact policy and practice in science education. The conundrum of what it means to think responsibly in a pluralistic society is both an academically interesting challenge and a task that greatly impacts the quality of our physical, organic, and social world. Here, we need to consider the notion of western dominant science, indigenous science, and scientific worldviews. We will analyze and evaluate the boundaries that we place between these concepts in order to reveal the common threads that flow through them. By viewing our ever-fluctuating context through a lens grounded in the inspection of common social tapestries (structures), we will begin to understand what it means to think responsibly as human beings in the modern world and in turn formulate a foundation for responsible scientific thinking. This framework has the potential to guide and inspire policymakers and science educators toward creating a dynamic environment conducive to formation of character.

Keywords

Science Education Moral Identity Moral Emotion Socioscientific Issue Real Estate Agent 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. AAAS. (1989). Science for all Americans. Washington, DC: AAAS.Google Scholar
  2. AAAS. (1990). The liberal art of science. Washington, DC: AAAS.Google Scholar
  3. Abd-El-Khalick, F. (2003). Socioscientific issues in pre-college science classrooms. In D. L. Zeidler (Ed.), The role of moral reasoning and discourse on socioscientific issues in science education. Dordrecht: Kluwer Academic.Google Scholar
  4. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.CrossRefGoogle Scholar
  5. Aikenhead, G. S. (2006). Towards decolonizing the Pan-Canadian science framework. Canadian Journal of Science, Mathematics and Technology Education, 6, 387–399.CrossRefGoogle Scholar
  6. Aikenhead, G., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539–591.CrossRefGoogle Scholar
  7. Albright, J., Towndrow, P. A., Kwek, D., & Tan, A.-L. (2008). Identity and agency in science education: Reflections from the far side of the world. Cultural Studies of Science Education, 3, 145–156.CrossRefGoogle Scholar
  8. Angrosino, M. V. (2004). The culture of the sacred: Exploring the anthropology of religion. Prospect Heights: Waveland Press.Google Scholar
  9. Arendt, A. (1958). The human condition. Chicago: University of Chicago Press.Google Scholar
  10. Aristotle. (1975). Nichomachean ethics (M. Ostwald, Trans.). Indianapolis: The Liberal Arts Press.Google Scholar
  11. Beland, K. (2003). Eleven principles sourcebook: How to achieve quality character education in K-12 schools. Washington, DC: Character Education Partnership.Google Scholar
  12. Berger, R. (2003). An ethic of excellence: Building a culture of craftsmanship with students. Portsmouth: Heineman.Google Scholar
  13. Berkowitz, M. W. (1997). The complete moral person: Anatomy and formation. In J. M. DuBois (Ed.), Moral issues in psychology: Personalist contributions to selected problems (pp. 11–41). New York: University Press of America.Google Scholar
  14. Berkowitz, M. W. (2011). What works in values education. International Journal of Educational Research, 50(3), 153–158.CrossRefGoogle Scholar
  15. Berkowitz, M. W. (2012). Moral and character education. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 2. Individual differences, cultural variations, and contextual factors in educational psychology (pp. 247–264). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
  16. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Washington, DC: Character Education Partnership.Google Scholar
  17. Berkowitz, M. W. (2002). The science of character education. In W. Damon (Ed.), Bringing in a new era in character education (pp. 43–63). Stanford: Hoover Institution Press.Google Scholar
  18. Berkowitz, M. W., & Simmons, P. (2003). Integrating science education and character education: The role of peer discussion. In D. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 117–138). Dordrecht: Kluwer.CrossRefGoogle Scholar
  19. Brayboy, B. M. J., & Castagno, A. E. (2008). How might native science inform “informal science learning”? Cultural Studies of Science Education, 3, 731–750.CrossRefGoogle Scholar
  20. Dewey, J. (1910). How we think. Lexington: DC Heath.CrossRefGoogle Scholar
  21. Durkheim, E. (1893/1997). The division of labor in society (L. A. Coser, Trans.). New York: Free Press.
  22. Durkheim, E. (1897/1979). Suicide: A study in sociology (J. A. Spaulding & G. Simpson, Trans.). New York: Free Press.Google Scholar
  23. El-Hani, C., & Bandeira, F. (2008). Valuing indigenous knowledge: to call it “science” will not help. Cultural Studies of Science Education, 3(3), 751–779.CrossRefGoogle Scholar
  24. Gauch, H. G., Jr. (2009). Science, worldview, and education. In M. R. Matthews (Ed.), Science, worldviews and education. Dordrecht: Springer.Google Scholar
  25. Giere, R. N. (1988). Explaining science: A cognitive approach. Chicago: The University of Chicago Press.CrossRefGoogle Scholar
  26. Gillies, D. (1998). Philosophy of science in the twentieth century: Four central themes. Cambridge, MA: Blackwell.Google Scholar
  27. Green, T. F. (1988). The economy of virtue and the primacy of prudence. American Journal of Education, 96, 127–142.CrossRefGoogle Scholar
  28. Green, T. F. (1999). Voices: The educational formation of conscience. Notre Dame: University of Notre Dame Press.Google Scholar
  29. Kelly, G. J. (2011). Scientific literacy, discourse, and epistemic practices. In C. Linder, L. Ostman, D. A. Roberts, P. Wickman, G. Erickson, & A. MacKinnon (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 61–73). New York: Routledge/Taylor & Francis Group.Google Scholar
  30. Kincheloe, J., & Tobin, K. (2009). The much exaggerated death of positivism. Cultural Studies of Science Education, 4(3), 513–528.CrossRefGoogle Scholar
  31. Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316.CrossRefGoogle Scholar
  32. Lickona, T., & Davidson, M. (2005). Smart and good high schools: Integrating excellence and ethics for success in school, work, and beyond. Washington, DC: Character Education Partnership.Google Scholar
  33. Margalit, A. (2002). The ethics of memory. Cambridge, MA: Harvard University Press.Google Scholar
  34. Matthews, C., & Smith, W. (1994). Native American related materials in elementary science instruction. Journal of Research in Science Teaching, 31, 363–380.CrossRefGoogle Scholar
  35. Nisbet, R. (1966). The sociological tradition. New York: Basic Books.Google Scholar
  36. NSTA. (1999). Position statement: Informal science education. Retrieved from http://www.nsta.org/about/positions/informal.aspx
  37. Roberts, R. (1988). Will power and the virtues. The Philosophical Review, 93, 227–247.Google Scholar
  38. Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah: Lawrence Erlbaum.Google Scholar
  39. Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of the research. Journal of Research in Science Teaching, 41, 513–536.CrossRefGoogle Scholar
  40. Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371–391.CrossRefGoogle Scholar
  41. Sewell, W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98(1), 1–29.CrossRefGoogle Scholar
  42. Tönnies, F. (1963). Community & society: (Gemeinschaft und Gesellschaft). New York: Harper & Row.Google Scholar
  43. Zeidler, D. L., & Keefer, M. (2007). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 7–38). Dordrecht: Kluwer Academic.Google Scholar
  44. Zeidler, D. L., & Sadler, T. D. (2008). The role of moral reasoning in argumentation: Conscience, character and care. In S. Erduran & M. Pilar Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 201–216). Dordrecht: Springer.Google Scholar
  45. Zeidler, D. L., & Sadler, D. L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In C. Linder, L. Ostman, & P. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 176–192). New York: Routledge/Taylor & Francis Group.Google Scholar
  46. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377.CrossRefGoogle Scholar
  47. Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. D. Sadler (Ed.), Socio-scientific issues in science classroom: Teaching, learning and research (pp. 277–306). Dordrecht: Springer.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Dana L. Zeidler
    • 1
  • Marvin W. Berkowitz
    • 2
  • Kory Bennett
    • 1
  1. 1.College of EducationUniversity of South FloridaTampaUSA
  2. 2.Center for Character and CitizenshipUniversity of Missouri–St. LouisSt. LouisUSA

Personalised recommendations