Abstract
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Aikenhead, G. (1994). What is STS science teaching? In Solomon, J., & Aikenhead, G. (Eds.),STS Education: International Perspectives on Reform (pp. 47–59). New York & London: Teachers College Press.
An, Y. (2004). Western “sincerity” and Confucian “Cheng”,Asian Philosophy, 14(2), 155–169.
Bakhtin, M. M. (1993).Toward a philosophy of the act. Austin, Texas: University of Texas Press.
Bell, R., & Lederman, N. (2003). Understandings of the nature of science and decision making on science and technology based issues.Science education, 87(3), 352–377.
Bubryun (1994).Silchunjuk Bulkyo sasang [Practical Buddhist ideology]. Seoul, Korea: Jungto Publisher.
Damasio, A. R. (1999).The Feeling of what happens: Body and emotion in the making of consciousness. San Diego, CA: Harcourt.
Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria.Qualitative Sociology, 13, 3–21.
DeBoer, G. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform.Journal of Research in Science Teaching, 37(6), 582–601.
Dillon, J. (2002). Editorial — perspectives on environmental education-related research in science education.International journal of science education, 24(11), 1111–1117.
Dreyfus, H. L. (1991).Being-in-the-world: A commentary on Heidegger’s ‘Being and Time’, Division I. Cambridge, MA: MIT Press.
Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung— Readiness for living in risk society.Journal of Curriculum Studies, 37(1), 11–34.
Hall, D., & Ames, R. (1987).Thinking through confucius. New York: State University of New York Press.
Heidegger, M. (1996).Being and time (J. Stambaugh, Trans.). Albany: State University of New York Press.
Hodson, D. (2003). Time for action: Science education for an alternative future.International Journal of Science Education, 25(6), 645–670.
Huang, C. (2001).Mencian hermeneutics: A history of interpretations in China. New Brunswick, US and London, UK: Transaction Publishers.
Hurd, P. (2002). Modernizing science education.Journal of research in science teaching.39(1). 3–9.
Jensen, B. (2002). Knowledge, action and pro-environmental behavior.Environmental education research, 8(3), 325–334.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behaviour?Environmental education research, 8(3), 239–260.
Kolstoe, S. D. (2000). Consensus projects: Teaching science for citizenship.International Journal of Science Education, 22(6), 645–664.
Kolstoe, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues.Science Education, 85(3), 291–310.
Lakoff, G., & Johnson, M. (1999).Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.
Lee, Y-J. (2001).Kong-Ja aeseo Tweo-Gae kaji [From Confucius to Twoe-Gae]. Korea: Yimun Publishing Co.
Leeming, F. C., & Dwyer, W. O. (1995). Children’s environmental attitudes and knowledge scale (CHEAKS): Construction and validation.Journal of Environmental Education, 26(3), 22–31.
Leeming, F. C., & Porter, B. E. (1997). Effects of participation in class activities on children’s environmental attitudes and knowledge.Journal of environmental education, 28(2), 33–43.
Mainteny, P. (2002). Mind in the gap: Summary of research exploring ‘inner’ influences on pro-sustainability learning and behavior.Environmental education research, 8(3), 299–306.
Masciotra, D., Roth, W.-M., & Morel, D. (2007).Enaction: Toward a Zen mind in learning and teaching. Rotterdam: Sense Publishers.
Mayor, F. (1999). Science and power today and tomorrow. In F. Mayor and A. Forti (eds.),Science and power (pp. 137-169). UNESCO Publishing/Oxford & IBH Publishing.
Ni, P. (2002)On Confucius. Canada and US: Wadsworth, Thomson Learning, Inc.
Roberts, D. (1995). Building companion meanings into school science programs.Nor disk Pedagogik, 15(2), 108–124.
Roth, W.-M. (2008). Agency and passivity: Prolegomenon to scientific literacy as ethico-moral praxis. In A. Rodriguez (Ed.),Multiple faces of agency: Innovative strategies for effecting change in urban school contexts (pp. 103–119). Rotterdam: SensePublishers.
Roth, W-M., & Barton, A. (2004). Rethinking Scientific Literacy. New York & London: RoutledgeFalmer.
Roth, W.-M., & Désautels, J. (2004). Educating for citizenship: Reappraising the role of science education.Canadian Journal of Science, Mathematics and Technology Education, 4(2), 149–168.
Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community.Science Education, 88(2), 263–291.
Sadler, T., & Zeidler, D. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas.Science Education, 88(1), 4–27.
Schreiner, C., & Sjoberg, S. (2005). Empowered for action? How do young people relate to environmental challenges? In S. Alsop (Ed.),Beyond Cartesian Dualism. Encountering affect in the teaching and learning of science (pp. 45–68). Dordrecht: Springer.
Schreiner, C., & Sjøberg, S. (2004).Sowing the seeds of ROSE. Background, rational, questionnaire development and data collection for ROSE (The relevance of science education) — a comparative study of students ’ views of science and science education. Oslo: University of Oslo.
Varela, F. (1999).Ethical know-how: Action, wisdom, and cognition. Stanford, CA: Stanford University Press.
Varela, F., Thompson, E., & Rosch, E. (2000).The embodied mind: Cognitive science and human experience. Cambridge, MA: The MIT press.
Zeidler, D., Sadler, T., Simmons, M., & Howes, E. (2005). Beyond STS: A research-based framework for socioscientific issues education.Science Education, 89(3), 357–377.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kim, M., Roth, WM. Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms. Asia Pacific Educ. Rev. 9, 516–528 (2008). https://doi.org/10.1007/BF03025667
Received:
Revised:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/BF03025667