ABSTRACT

This review study synthesises 28 empirical research articles emphasising the learning of morality aspects in the context of addressing socioscientific issues (SSI) in secondary science education. The key interrelated questions we seek to address in this study are how morality is conceptualised in the science classroom in the light of emerging sustainability issues and how it can be developed. We used the Four Component Model of Morality to create a knowledge base for how morality has been conceptualised in the literature on secondary science education and how it can be developed. The findings of this review study show that not all studies have used concrete, explicit conceptualisations of morality and that the role of sense of place and the situatedness of morality have often been neglected. It also emerged that studies focusing on students’ moral character and action-taking were underrepresented. We recommend that further research be carried out on the interrelationships between moral character and enacted moral reasoning. The review also reveals a gap between morality research and teaching. Based on the outcomes of this review, we propose a set of recommendations aimed at guiding and encouraging students’ morality within secondary science education.

摘要

本综述研究综合了 28 篇实证研究文章，强调在解决中学科学教育中的社会科学问题 (SSI) 的背景下学习道德方面。我们在本研究中寻求解决的关键相互关联的问题是，如何根据新出现的可持续性问题在科学课堂上对道德进行概念化，以及如何发展道德。我们使用道德的四成分模型来创建一个知识库，以了解道德在中学科学教育文献中是如何被概念化的，以及如何发展它。这项审查研究的结果表明，并非所有研究都使用了具体、明确的道德概念化，并且地方感和道德的情境性的作用经常被忽视。还发现关注学生道德品质和行动的研究代表性不足。我们建议进一步研究道德品质与制定的道德推理之间的相互关系。审查还揭示了道德研究与教学之间的差距。根据本次审查的结果，我们提出了一系列建议，旨在指导和鼓励学生在中学科学教育中的道德。