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Moral Reasoning Schemas and Moral Reasoning Schemas and Views on Science, Technology Views on Science, Technology
and Society in Biomedical and Society in Biomedical Graduate Students and FacultyGraduate Students and Faculty
Ann M. Peiffer,
J. Charles Eldridge, and Nancy L. Jones
Project Funding NSF 0530028 to NLJ & CE; WFU Graduate School; & NIH NS544722 to AMP
Testing MeasuresTesting Measures
Pre- and Post-testing
Defining Issues Test (DIT-2) Does the curriculum increase their
moral reasoning skills?
58 questions from the Views On Science Technology and Society (VOSTS) Do we alter student viewpoints to the
faculty perspective?
Testing in Relation to Testing in Relation to CurriculumCurriculum
Pre-testing Day 1
Year 1 (2 semesters)
Scientific Professionalism: Scientific Integrity
Year 2 (2 semesters)
Scientific Professionalism: Bioethics and Social
Responsibility
Orientation (4 days)
Post-testing At Exit Session
Special Ethical Special Ethical ConsiderationsConsiderations
IRB Approval Students could opt out without
penalty Anonymity assured
Used Testing ID Numbers Sealed envelopes held by staff during
interim Exit Session required to redistribute ID #s
Demographics collected were tailored Age modified (e.g., <25 = 00, ≥25 = 01) Educational information skipped
Control GroupsControl Groups
Senior Graduate Students Completed a RCR requirement
without problem-based learning Roughly same point in graduate
career Graduate School Faculty
Majority ended up being involved in the course
Included postdoctoral fellows who were facilitators
EnrollmentEnrollment
VOSTS DIT-2 Both
2006 Graduate Students
Post-tested
54 54 53
27 29 26
2007 Graduate Students
49 47 46
*Post-tested 18 24 ?
2008 Graduate Students
46 48 46
Senior Grad Students
14 16 13
Faculty 25 31 22
*Post-testing closed May 15th
Percent Predominant Type Percent Predominant Type SchemaSchema
0%
20%
40%
60%
80%
100%
PI MN PC
2006 Grad Students2007 Grad Students2008 Grad StudentsSr. Grad StudentsFaculty
55%
40 vs. 27%
6 vs. 19%
Pre- to Post- DIT-2 Value Pre- to Post- DIT-2 Value ChangeChange
Reduction in Personal Interest scores (p<0.04)*
Marginal increase in Maintaining Norms (p<0.07)#
0
10
20
30
40
50
Personal_Interest Maintain_Norms Postconvential
Pre-test
Post-test
*
#
58 Questions from original 58 Questions from original VOSTSVOSTS
Original survey Aikenhead et al., 1989: Definitions of Science and Technology
(n=3) External Sociology of Science:
Influence of Society on Science/Technology (n=7)
Influence of Science/Technology on Society (n=14)
Influence of School Science on Society (n=1)
Internal Sociology of Science: Characteristics of Scientists (n=10) Social Construction of Scientific Knowledge
(n=12)
Epistemology (n=11)
VOSTS Unity Analysis VOSTS Unity Analysis ResultsResults
Greater unity on how science and technology impact society
Lower than predicted unity regarding social nature of scientific knowledge epistemology or nature of scientific
knowledge
Faculty have lower unity than predicted by chance.
Cohort 1 had greater unity at post-testing than at pre-testing.
DIT Type significant on DIT Type significant on VOSTSVOSTS
Politics in America affects American scientists, because scientists are very much a part of American society. Scientists ARE affected by American politics:
Because funding for science comes mainly from governments which control the way the money is spent. Scientists sometimes have to lobby for funds.
Because governments not only give money for research, they set policy regarding new developments. This policy directly affects the type of projects scientists will work on.
PI
MN and
PC
DIT Predominant Type to DIT Predominant Type to VOSTSVOSTS
A team of scientists in any part of the world (for example, Italy, China or Nigeria) would investigate the atom in basically the same way as a team of American scientists.
Scientists from different countries conduct their investigations differently: Because of the different social conditions,
resources, ideas and culture which affect everything, including the methods used by scientists.
Because the way you do science depends on the technology available. But even though scientists use different technology, they use the same scientific method.
PI and MNPC
In ConclusionIn Conclusion
On DIT-2 Equal portions of
Postconventional Remaining graduate students
tended toward Maintaining Norms
Faculty tended more toward Personal Interest
Curriculum increases Maintain Norms and decreases Personal Interest while building consensus on VOSTS
To early to tell relationship between VOSTS and DIT-2
DIT Predominant Type to DIT Predominant Type to VOSTSVOSTS
With the same background knowledge, two scientists can develop the same theory independently of each other. A scientist’s individuality WILL influence
the content of a theory because different scientists conduct research differently. Therefore they will obtain different results. These results then influence the content of a theory.
The scientist’s individuality will NOT influence the content of a theory because this content is based on facts. The way a scientist interprets the facts will, however, be influenced by his or her individuality.
PI and MN
PC