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.

摘要

为了帮助学生成为具有科学素养的公民，科学教育应该让他们更具体地了解科技变革的潜在社会和伦理影响。使用玛丽雪莱的科学怪人作为一种富有想象力的工具，我们为中学生设计了简单的动手活动和数字叙事游戏体验，为学生围绕科学创造力和探索探索和思考伦理问题开辟了新途径。在参与这些活动后，我们采访了 16 名参与者，以调查这些活动和游戏如何影响他们对科学伦理的看法。尽管我们的受访者难以抽象地概念化科学伦理，但我们发现这些活动为他们提供了关于科学工作的伦理和社会影响的各种新想法。这项研究的结果可以帮助教育工作者和研究人员为中学生设计、实施和评估科学伦理活动。