Abstract

Many science teachers, especially those engaging in the science-technology-society approach, are finding it difficult to deal with issues having a strong ethical component. It would be useful to forecast the variety of positions that may be held by students when dealing with these issues. The Ethics Decision and Analysis Model provides a mechanism for this purpose. Building on the work of Kohlburg, the model identifies four decision-making orientations: a) normative order, b) utility consequences, c) justice/fairness, and d) ideal-self. Issues are analyzed using both the proponent and opponent outlooks in each of the four orientations above within each of the three component areas of science-technology-society. Using this model to analyze issues that are to be presented, and allowing for each, the science teacher is more likely to ensure that students are not left out of discussions or role plays due to their ethical decision-making framework.