Dr Jo-Anne Kelder, Senior Lecturer, Curriculum Innovation and Development, University of Tasmania, https://www.linkedin.com/in/jokelder/
Professor Sue Jones, Honorary Researcher, School of Natural Sciences, University of Tasmania,
Professor Liz Johnson, DVC of Education, Deakin University, https://www.linkedin.com/in/elizabeth-johnson-24292773/
Associate Professor Tina Acuna, ADL&T College of Sciences and Engineering, University of Tasmania, https://www.linkedin.com/in/tina-acuna-25a35965/
Ethics (thinking and practice) is intrinsic to the nature of science. Ethical practices within science-related professions are mandated by policies, frameworks, standards and cultural norms. A scientist should also consider the broader implications for society when applying scientific knowledge..
|.||Does our laboratory start working to develop a vaccine for Covid-19 or continue working on that potential cure for childhood leukemia? What will happen to the endangered Giant Freshwater Lobster if we remodel the hydrology of that major river so farmers in North-West Tasmania can grow more potatoes? Should we approve the use of GM technology to develop Vitamin A-rich rice?||.|
Science graduates must be equipped to contribute to such complex debates, and empowered to make scientific decisions within a sound ethical framework (Johnson, 2010).
The Science Standards Statement (Jones, Yates and Kelder, 2011), the national benchmark for bachelor-level science degrees in Australia, specifies that graduates will demonstrate a coherent understanding of science, and be able to explain the role and relevance of science in society. society (TLO 1: Jones et al., 2011: p.12). Furthermore, they will be equipped to understand and work within ethical frameworks, and “have some understanding of their social and cultural responsibilities as they investigate the natural world.” (TLO 5.3: Jones et al., 2011: p.15).
The argument that there is ‘no space’ for ethics in the science curriculum is no longer valid (Booth and Garrett, 2004; McGowan 2013). However there remain significant barriers to the teaching and assessment of ethical knowledge, skills and capabilities in undergraduate science curricula. We summarise these as: debate and dissent around what should be taught, who should teach ethical thinking, and how should it be taught and assessed.
It’s not just about plagiarism
Ethics in science falls into two broad categories:
- Ethics in the practice of science
- Ethics in the application of science.
Ethics in the practice of science relates to integrity in research management (including data collection, analysis and presentation); plagiarism, and authorship. Ethics curricula must ensure students’ familiarity with relevant legislative frameworks such as the National Statement on Ethical Conduct in Human Research. In professionally oriented/applied disciplines such as Agriculture and Environmental Science students must also be prepared for working ethically in a business environment and to understand their ethical and legal obligations as workplace leaders (Botwright-Acuna and Able, 2016).
Ethics in the application of science requires a broader and deeper perspective: appreciating and accepting responsibility for the impacts of scientific work upon society (Evers, 2001; Schultz, 2014). Graduates need to be aware that the ethical frameworks within which science is practised are not static, but adapt as social norms change. They must understand how their personal ethical perspectives interact with and may clash with, formal mandated frameworks, and be prepared to engage in debate around the ethical implications of applying discovery science in the real world. They must be prepared to defend ethical decisions and to appreciate that others may hold conflicting views. As Evers puts it: “the study of ethics should therefore be an integral part of the education and training of all scientists with the purpose of increasing future scientists’ ethical competence” (2001: p. 97).
Recommendation – that students are encouraged to debate, discuss, and appreciate that people will hold different points of view on, ethical questions.
Teachers may need some training
Practising scientists who themselves operate within relevant ethical frameworks are best placed to guide students about ethics in the practice of science (Kabasenche, 2014). However, while some scientists have taken up the teaching challenge of including ethics explicitly in their curriculum, this is not yet mainstream (Booth and Garrett, 2004). Most science academics are not themselves formally trained in ethical thinking (Johansen and Harris, 2000) and may express legitimate concern that they are not best placed to design and teach curricula on ethics (van Leeuwen, Lamberts, Newitt and Errington, 2007).
Recommendation – that science faculties provide professional development and community of practice opportunities to teaching staff to ensure that they have the confidence, skills and knowledge to teach ethical practice within a science curriculum.
There is a strong argument for a collaborative, interdisciplinary approach, with both science academics and philosophically trained ethicists involved in teaching ‘science ethics’ (Kabasenche, 2014). The scientist contributes expertise in the relevant science and their understanding of the ethical practice of science, while the philosopher brings critical thinking skills and decision-making tools that support ethical understandings and analysis of relative consequences. For example, in The Responsible Scientist, Forge (2008) argues that responsibility in scientific work has implications beyond intended outcomes, and includes taking into account foreseen and foreseeable outcomes.
Recommendation – that science faculties pursue opportunities for collaborative, interdisciplinary design and delivery of ‘science ethics’ across the undergraduate science curriculum.
It’s not just for the first year students
Teaching ethics to science students must do more than ensuring that first years are familiar with university policies on plagiarism and academic integrity (Botwright-Acuna et al., 2016). Ethics must be an explicitly assessed component of the curriculum at each level of study, and overtly aligned to the core science curriculum. Assessment tasks must distinguish between students’ knowledge of relevant ethical frameworks, and their ability to apply those frameworks in practice.
For example, an assessment task for third level Zoology students models an Animal Ethics application: students construct a scientific research question within an ethical framework, and justify that research in language accessible to lay people (Jones and Edwards, 2013). In the undergraduate course ‘Communities of Practice in Biochemistry and Molecular Biology’, students develop research skills alongside their capacity for ethical analysis of the impacts of science on society (Keiler et al., 2017) while in a subject on ‘Energy and Sustainability’, students develop a national energy plan that addresses equity issues as well as technical and political feasibility (McGowan, 2013). Schultz (2014) suggests several strategies for assessing Chemistry students’ knowledge of ethical thinking, such as writing a Code of Conduct for practising chemists.
Recommendation – that ethics is a compulsory and explicitly assessed component of a bachelor-level science curriculum, and that students are exposed to ethical thinking in the context of science from their first year onwards.
It’s everybody’s business
Good practice is a teaching team approach to curriculum design, delivery and scholarly evaluation (Kelder et al., 2017; TEQSA, 2018). A whole-of-curriculum approach will involve team members meeting regularly to discuss and coordinate connecting the ethical implications of scientific knowledge and practice being taught; to ensure that ethical thinking is embedded at each curriculum level; to scaffold and develop learning from introductory to assured level. At the broader level, the science curriculum must provide a framework within which students are supported to develop personal and professional responsibility for their learning and later professional life (Loughlin, 2013).
Recommendation – that the degree curriculum is discussed and agreed upon by the whole teaching team prior to curriculum design (and ongoing, as it matures) to ensure that students’ learning is built upon, and assessed coherently and developmentally.
Recommendation – that scholarship promoting and recommending content and delivery methods, and, especially, effective assessment strategies for the teaching of ethics to science undergraduates, is encouraged and rewarded.
Booth, J. M. and Garrett, J. M. (2004). Instructors’ practices in and attitudes toward teaching ethics in the genetics classroom. Genetics, 168(3), 1111-1117.
Botwright Acuña, T.L. and Able, A.J. (Eds.). (2016). Good Practice Guide: Threshold Learning Outcomes for Agriculture. Sydney, Australia: Office for Learning and Teaching. https://ltr.edu.au/resources/ID13_2982_Acuna_Guide_2016.pdf
Evers, K. (2001). Standards for ethics and responsibility in science: An analysis and evaluation of their content, background and function. International Council for Science, Paris.
Forge, J. (2008). The Responsible Scientist: A Philosophical Inquiry. University of Pittsburgh Press.
Johnson, J (2010). Teaching Ethics to Science Students: Challenges and a Strategy. In: Education and Ethics in the Life Sciences, Rappert, B. (ed.) ANU E Press, 197–213.
Jones, S. M. and A. Edwards (2013). Placing ethics within the formal science curriculum: a case study. In: Frielick, S. et al. (Eds.) Research and Development in Higher Education: the place of learning and teaching, 36 (pp 243-252). Auckland, New Zealand, 1-4 July 2013. http://herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-place-learning-and-21
Jones, S. M., Yates, B. F. and Kelder, J.-A. (2011). Learning and Teaching Academic Standards Project: Science Learning and Teaching Academic Standards Statement. Sydney: Australian Learning and Teaching Council. http://www.acds-tlcc.edu.au/science-threshold-learning-outcomes-tlos/science-tlos/
Kabasenche W. P. (2014). The Ethics of Teaching Science and Ethics: A Collaborative Proposal. Journal of Microbiology & Biology Education, 15(2), 135–138. https://doi.org/10.1128/jmbe.v15i2.841
Kelder, J.-A., Carr, A. R. and Walls, J. (2017). Evidence-based Transformation of Curriculum: a Research and Evaluation Framework. Paper presented at the 40th Annual Conference of the Higher Education Research and Development Society of Australasia (HERDSA), Sydney.
Keiler, K. C., Jackson, K. L., Jaworski, L., Lopatto, D. and Ades, S. E. (2017). Teaching broader impacts of science with undergraduate research. PLoS biology, 15(3), e2001318.
Loughlin, W. (2013). Good Practice Guide (Science) Threshold Learning Outcome 5: Personal and professional responsibility. http://www.acds-tlcc.edu.au/science-threshold-learning-outcomes-tlos/science-threshold-learning-outcomes-tlosscience-tlo-good-practice-guides/
McGowan, A. H. (2013). Teaching Science and Ethics to Undergraduates: A Multidisciplinary Approach. Science and Engineering Ethics, 19, 535–543.
National Statement on Ethical Conduct in Human Research. https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018
TEQSA (12 December 2018). “Guidance Note – Scholarship” Version 2.5. https://www.teqsa.gov.au/latest-news/publications/guidance-note-scholarship
van Leeuwen, B., Lamberts, R., Newitt, P. and Errington, S. (2012, October). Ethics, issues and consequences: conceptual challenges in science education. In Proceedings of The Australian Conference on Science and Mathematics Education.
This post may be cited as:
Kelder, J., Jones, S., Johnson, E & Botwright-Acuna, T. (18 June 2020) The ethical petri-dish: recommendations for the design of university science curricula Research Ethics Monthly. Retrieved from: https://ahrecs.com/research-integrity/the-ethical-petri-dish-recommendations-for-the-design-of-university-science-curricula