Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral and Ethical Perspectives
American Educational Research Association (AERA) Annual Meeting
Ecology and Environmental Education, Moral Education/Development, Science Education
Curriculum and Social Inquiry | Environmental Education | Science and Mathematics Education
This qualitative research project’s overarching goal was to explore ways to help primary grade teacher candidates (re)kindle a conception of teaching as a moral enterprise involving ethical choices and enactment of one’s values. In the context of a science methods course, we explored the research question: What happens to the commitments toward science instruction of pre-service elementary teachers when we help them view science instruction as an act of caring? Our findings suggest that for many, this approach helped students take a moral stance, articulate an ethical position regarding educational issues, and use these perspectives to inform decision-making at the instructional level.
Grinell Smith and Colette Rabin. "Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral and Ethical Perspectives" American Educational Research Association (AERA) Annual Meeting (2017). https://doi.org/10.302/1185882
Curriculum and Social Inquiry Commons, Environmental Education Commons, Science and Mathematics Education Commons
Paper presented as part of the session: Moral Development and Education: Knowledge to Action.This paper is also available in the AERA Online Paper Repository. Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the AERA Code of Ethics.