Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?

Autor/in	Bodensteiner, Karin J.
Titel	Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?
Quelle	In: Advances in Physiology Education, 36 (2012) 1, S.34-41 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00122.2011
Schlagwörter	Contraception; Teaching Methods; Zoology; Introductory Courses; Higher Education; Biology; Retention (Psychology); Learning; Surveys; Feedback (Response); Ethics; Instructional Effectiveness; Science Instruction; Teacher Educators; Science Education; College Students + Suchen Sie Ihr Suchwort? Empfängnisverhütung; Teaching method; Lehrmethode; Unterrichtsmethode; Zoologie; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Biologie; Merkfähigkeit; Lernen; Survey; Umfrage; Befragung; Ethik; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Collegestudent
Abstract	To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas students in the other section participated in a content-only discussion. Pre- and postsurveys, response paragraphs, and a final exam were collected and used to examine the learning and retention of content knowledge. Results suggested that students who participated in a bioethical discussion of emergency contraception and RU-486 learned and retained information better than students who received content-only instruction. Interestingly, students who participated in the bioethical discussion also appeared to be more confident in their answers. The results of this study may inform the teaching practices and goals of science educators who would like to incorporate a discussion of bioethical issues into their curriculum but often feel that content coverage is paramount. (Contains 1 table and 2 footnotes.) (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10