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Using Frankenstein-themed science activities for science ethics education: An exploratory study.

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Title: Using Frankenstein-themed science activities for science ethics education: An exploratory study.
Authors: Mawasi, Areej, Nagy, Peter, Finn, Ed, Wylie, Ruth
Source: Journal of Moral Education. Sep2022, Vol. 51 Issue 3, p353-369. 17p. 3 Charts.
Subjects: Science & ethics, Science education, Children, Teenagers, Middle school education
Abstract: In order to help students become scientifically literate citizens, science education should allow them to gain a more concrete understanding of the potential social and ethical impacts of scientific and technological change. Using Mary Shelley's Frankenstein as an imaginative tool, we designed simple hands-on activities and a digital narrative game experience for middle school students, to open up new ways for students to think and talk about ethical issues around scientific creativity and exploration. After taking part in these activities, we interviewed 16 participants to investigate how the activities and the game affected their perceptions of science ethics. Although our respondents had difficulties conceptualizing science ethics in the abstract, we found that the activities gave them a variety of new ideas about the ethical and social implications of scientific work. Results from this study can help educators and researchers design, implement, and evaluate science ethics activities for middle school students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: In order to help students become scientifically literate citizens, science education should allow them to gain a more concrete understanding of the potential social and ethical impacts of scientific and technological change. Using Mary Shelley's Frankenstein as an imaginative tool, we designed simple hands-on activities and a digital narrative game experience for middle school students, to open up new ways for students to think and talk about ethical issues around scientific creativity and exploration. After taking part in these activities, we interviewed 16 participants to investigate how the activities and the game affected their perceptions of science ethics. Although our respondents had difficulties conceptualizing science ethics in the abstract, we found that the activities gave them a variety of new ideas about the ethical and social implications of scientific work. Results from this study can help educators and researchers design, implement, and evaluate science ethics activities for middle school students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03057240.2020.1865140
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