The The main objective of the present work is selection of ethical issues that should be addressed with first year undergraduate and K-12 students. Since K-12 Sciences’ curriculum, in Portugal, does not include bioethics content in any discipline explicitly, teachers need to make an effort to include it. Some online materials are available to use in high school classes and will be discussed. My proposal combines inquiry learning-teaching methods with the aim of promoting the discussion of bioethics issues in accordance to UNESCO Bioethics Core Curriculum already adopted by twenty universities throughout the world (Darwish 2015). Some of the issues that are addressed are: ecology and environment ethics, infectious diseases and vaccination, water for all, intellectual property, genomes and patents, biotechnological advances (genetic modified organisms and synthesis of genomes), future generations, climate hanges and natural resources, biomedical advances and human rights, authorship and contributions in scientific publications, and biobanks. In conclusion, this study may constitute an example to facilitate the implementation, by K-12 teachers, of active inquiry strategies, using features of science such as values and socio-scientific issues, and focused on the discussion of concrete ethical issues facing humanity. It also constitutes a proposal of integrating Bioethics in undergraduate sciences’ curricula.

中文翻译：

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利用科学和社会科学问题中的价值观将生物伦理学纳入科学课程

当前工作的主要目标是选择应与一年级本科生和12至12年级学生一起解决的道德问题。由于在葡萄牙，K-12 Sciences的课程没有明确将生物伦理学内容包括在任何学科中，因此教师需要努力将其包括在内。一些在线材料可用于高中课程，并将进行讨论。我的建议结合了探究性学习-教学方法，旨在根据全世界二十所大学已经采用的教科文组织《生物伦理学核心课程》，促进对生物伦理​​学问题的讨论（Darwish，2015年）。解决的问题包括：生态和环境伦理，传染病和疫苗接种，全民饮水，知识产权，基因组和专利，生物技术进步（转基因生物和基因组合成），后代，气候变化和自然资源，生物医学进步和人权，科学出版物和生物库的作者和贡献。总而言之，本研究可能构成一个示例，以促进K-12教师利用价值观和社会科学问题等科学特征实施积极的探究策略，并着重讨论人类面临的具体伦理问题。它还构成了将生物伦理学纳入本科科学课程的建议。这项研究可能构成一个示例，以利于K-12教师利用价值观和社会科学问题等科学特征实施积极的探究策略，并着重讨论人类面临的具体道德问题。它还构成了将生物伦理学纳入本科科学课程的建议。这项研究可能构成一个示例，以利于K-12教师利用价值观和社会科学问题等科学特征实施积极的探究策略，并着重讨论人类面临的具体道德问题。它还构成了将生物伦理学纳入本科科学课程的建议。