(5-8) M3

Science Curriculum Preview Committee Clarification of Learning Results

Revised 07/01/04

5-8

M3: Discuss the ethical issues surrounding a specific scientific or technological development.

Curriculum Organizing Questions

What ethical issues did the people directly involved in the development face?

What ethical issues does society now face as a result of this development?

Are there groups of people opposed to this development for ethical reasons?

What do you think about the ethical issues involved in this development?

Elaboration
Historical examples can be used to help students understand the interactions between science / technology and society. The intent is not to develop an overview of the history of science.

Specific Ideas

In research involving human subjects, the ethics of science require that potential subjects be fully informed about the risks and benefits associated with the research and of their right to refuse to participate. Science ethics also demand that scientists must not knowingly subject coworkers, students, the neighborhood, or the community to health or property risks without their prior knowledge and consent. Because animals cannot make informed choices, special care must be taken in using them in scientific research.Benchmarks 1C5.

Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. But they usually have to take human values and limitations into account as well. Benchmarks 3A3.

Rarely are technology issues simple and one-sided. Relevant facts alone, even when known and available, usually do not settle matters entirely in favor of one side or another. That is because the contending groups may have different values and priorities. They may stand to gain or lose in different degrees, or may make very different predictions about what the future consequences of the proposed actions will be.Benchmarks 3C6.

Developmental & Instructional Implications
Students may have difficulties understanding the views of historical figures. For example, students may think of historical figures as inferior because they did not understand what we do today.Benchmarks p. 355.

Students sometimes view social harm from technological failure as unacceptable. On the other hand, some believe if the risk is personal and voluntary, then it is part of life and should not be the concern of others (or society).Benchmarks 334-335.

Middle school students are generally aware of science/technology/society issues from the media, but their awareness is fraught with misunderstandings. Teachers should begin developing student understanding with concrete and personal examples that avoid an exclusive focus on problems.NSES pg. 167-168.

Examples

Back to Big Ideas Grid M Back to Standard M Back to Index

Curriculum Organizing Questions	What ethical issues did the people directly involved in the development face? What ethical issues does society now face as a result of this development? Are there groups of people opposed to this development for ethical reasons? What do you think about the ethical issues involved in this development?
Elaboration	Historical examples can be used to help students understand the interactions between science / technology and society. The intent is not to develop an overview of the history of science.
Specific Ideas	In research involving human subjects, the ethics of science require that potential subjects be fully informed about the risks and benefits associated with the research and of their right to refuse to participate. Science ethics also demand that scientists must not knowingly subject coworkers, students, the neighborhood, or the community to health or property risks without their prior knowledge and consent. Because animals cannot make informed choices, special care must be taken in using them in scientific research.Benchmarks 1C5. Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. But they usually have to take human values and limitations into account as well. Benchmarks 3A3. Rarely are technology issues simple and one-sided. Relevant facts alone, even when known and available, usually do not settle matters entirely in favor of one side or another. That is because the contending groups may have different values and priorities. They may stand to gain or lose in different degrees, or may make very different predictions about what the future consequences of the proposed actions will be.Benchmarks 3C6.
Developmental & Instructional Implications	Students may have difficulties understanding the views of historical figures. For example, students may think of historical figures as inferior because they did not understand what we do today.Benchmarks p. 355. Students sometimes view social harm from technological failure as unacceptable. On the other hand, some believe if the risk is personal and voluntary, then it is part of life and should not be the concern of others (or society).Benchmarks 334-335. Middle school students are generally aware of science/technology/society issues from the media, but their awareness is fraught with misunderstandings. Teachers should begin developing student understanding with concrete and personal examples that avoid an exclusive focus on problems.NSES pg. 167-168.
Examples