Awareness of Societal Issues among High School Biology Teachers Teaching Genetics

Autor/inn/en	Lazarowitz, Reuven; Bloch, Ilit
Titel	Awareness of Societal Issues among High School Biology Teachers Teaching Genetics
Quelle	In: Journal of Science Education and Technology, 14 (2005) 5-6, S.437-457 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-005-0220-4
Schlagwörter	Teacher Attitudes; Social Problems; Biology; Science Instruction; Genetics; War; World History; Theories; Literature Reviews; Foreign Countries; Science Teachers; Values; Crime; Science History; Educational Environment; Science Curriculum; Moral Issues; Scientific Research; High Schools; Germany; United States + Suchen Sie Ihr Suchwort? Lehrerverhalten; Social problem; Soziales Problem; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Humangenetik; Krieg; Weltgeschichte; Theory; Theorie; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wertbegriff; Crimes; Delict; Delicts; Delikt; History of science; Wissenschaftsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Moraltheorie; High school; Oberschule; Deutschland; USA
Abstract	The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10