Integrity in and beyond contemporary higher education: What does it mean to university students?

Research has focused on academic integrity in terms of students' conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university. Consistent with the current literature, our data showed that integrity was predominantly taken as "not plagiarizing (in school)/giving appropriate credit when credit is due (in the workplace)", "not cheating", and "completing tasks independently". The survey, though, also revealed further perceptions such as, in a university context, "not manipulating data (e.g., scientific integrity)", "being honest with others", "group work commitments", "conscience/moral ethics/holding true to one's beliefs", "being honest with oneself", "upholding a strong work ethic", "going against conventions", and "reporting others", as well as, in a workplace context, "power and responsibility and its implications", "professionalism", and "representing or being loyal to an organization". The findings suggest that some students see the notion of integrity extending beyond good academic conduct. It is worthwhile to (re)think more broadly what (else) integrity means, discover the gaps in our students' understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas

Science Teachers’ Views of Science and Religion vs. the Islamic Perspective: Conflicting or Compatible?

publication-status: Publishedtypes: ArticleThis paper reports a study that explores Egyptian science teachers' views on religion and science within the context of Islam. It also highlights an ontological and epistemological consideration of these views, particularly the ways through which Egyptian Muslim teachers understand such a relationship with reference to the Qur'anic/Islamic attitude toward science and knowledge. The study built upon Barbour's categorization scheme to guide the data collection and analysis and to guide the interpretation of the teachers' responses in the interviews. Informed by a multigrounded theory of the teachers' views of science and religion, and using Roth and Alexander's analytical framework to interpret how teachers accommodate the relationship between science and religion within their belief system, the findings suggest that participants' views of the relationship between science and a specific religion (Islam) confirmed the centrality of teachers' personal religious beliefs to their own thoughts and views concerning issues of both science and Islam. This centralization, in some cases, appeared to lead teachers to hold a conflicting relationship, hence to a creation of a false contradiction between science and Islam. Therefore, it could be concluded that teachers' personal Islamic-religious beliefs inform their beliefs about the nature of science and its purpose

Supporting Secondary Students' Morality Development in Science Education

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

Pembelajaran abad 21: Pengaruhnya terhadap pembentukan karakter akhlak melalui pembelajaran STAD dan PBL dalam kurikulum 2013

Karakter akhlak dalam abad 21 dapat dibentuk dengan meningkatkan aspek pembelajaran yang tepat. Penelitian ini bertujuan untuk mengetahui perbandingan model Student Team Achievement Division (STAD) dan Problem Based Learning (PBL) terhadap pembentukan karakter akhlak siswa. Penelitian ini menggunakan metode Quasi-Eksperimen dengan desain posttest only control design. Penelitian ini menggunakan dua subjek kelompok dengan dua kelas eksperimen sebanyak 63 siswa. Data pengujian hipotesis uji-t 2 sampel tak berkolerasi diperoleh dengan soal essay berdasarkan indikator. Berdasarkan hasil penelitian diperoleh model pembelajaran STAD memiliki pengaruh yang lebih baik terhadap pembentukan karakter akhlak siswa dibandingkan dengan model pembelajaran PBL. Sehingga model STAD dapat dijadikan solusi pembelajaran abad 21

A case-study of a socio-scientific issues curricular and pedagogical intervention in an undergraduate microbiology course: A focus on informal reasoning

The purpose of this investigation was to measure specific ways a student interest SSI-based curricular and pedagogical affects undergraduates' ability informally reason. The delimited components of informal reasoning measured were undergraduates' Nature of Science conceptualizations and ability to evaluate scientific information. The socio-scientific issues (SSI) theoretical framework used in this case-study has been advocated as a means for improving students' functional scientific literacy. This investigation focused on the laboratory component of an undergraduate microbiology course in spring 2008. There were 26 participants. The instruments used in this study included: 1) Individual and Group research projects, 2) journals, 3) laboratory write-ups, 4) a laboratory quiz, 5) anonymous evaluations, and 6) a pre/post article exercise. All instruments yielded qualitative data, which were coded using the qualitative software NVivo7. Data analyses were subjected to instrumental triangulation, inter-rater reliability, and member-checking. It was determined that undergraduates' epistemological knowledge of scientific discovery, processes, and justification matured in response to the intervention. Specifically, students realized: 1) differences between facts, theories, and opinions; 2) testable questions are not definitively proven; 3) there is no stepwise scientific process; and 4) lack of data weakens a claim. It was determined that this knowledge influenced participants' beliefs and ability to informally reason. For instance, students exhibited more critical evaluations of scientific information. It was also found that undergraduates' prior opinions had changed over the semester. Further, the student interest aspect of this framework engaged learners by offering participants several opportunities to influentially examine microbiology issues that affected their life. The investigation provided empirically based insights into the ways undergraduates' interest and functional scientific literacy can be promoted. The investigation advanced what was known about using SSI-based frameworks to the post-secondary learner context. Outstanding questions remain for investigation. For example, is this type of student interest SSI-based intervention broadly applicable (i.e, in other science disciplines and grade levels)? And, what challenges would teachers in diverse contexts encounter when implementing a SSI-based theoretical framework

Science Teachers’ Views about Incorporating Socioscientific Issues in the Curriculum and Teaching in Al Ain Schools

The main aim of this thesis is to study the views of High School Science Teachers in Al Ain about the inclusion of Socio-Scientific Issues (SSIs) in the curriculum. The problem statement relies on addressing the gap in the literature when addressing the inclusion of SSIs especially in the UAE context. To address this gap, a survey was conducted amongst High School Science Teachers for a better understanding of their views. The study showed that Science Teachers (from the sample) agreed with the inclusion of SSIs into the curriculum. They also identified resources, teaching strategies and knowledge as the top three factors that facilitate the inclusion of SSIs into the curriculum. As for factors that impede inclusion, the science teachers identified teaching strategies for real classroom situations, maturity of students and the influence of SSIs on participation levels as the top three factors. It was also found that there was statistically significance differences between the views of the teachers based on their prior knowledge as measured by courses related to SSIs studied with regards to inclusion of SSIs into the curriculum and based on teachers who have undergone PD courses about SSIs against those who did not. There was a significance difference also between the views of the teachers that studied SSI courses or teachers that did not study SSI courses with regards to factors that facilitate inclusion of SSIs into the curriculum and the teachers who have undergone PD courses about SSIs and teachers who have not, (in favor of the former). There were also statistically significant differences between the views of teachers with regards to inclusion, factors that facilitate and impede the inclusion of SSIs into the curriculum based on their specializations (subject taught)

Strategies for teaching professional ethics to IT engineering degree students and evaluating the result

Abstract This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context

Authentic Topics as Organizers for Instruction

Context based approaches including STS, STSE, and SSI instruction have the potential to promote student content knowledge, deepen student understanding of the nature of science tenants, strengthen student argumentation skills, and promote student motivation and interest in science. This capstone project is a compilation of forty meaningful, curriculum generated science topics, which can be used as a foundation for designing lessons that incorporate strategies to promote written or verbal argumentation in living environment courses. The topics were selected such that their implementation would not significantly disrupt the existing organization of science content within a district curriculum. The project demonstrates the potential for context based approaches including STS, STSE, and SSI to be used in courses where science content to be taught is dictated by state standards and a major reorganization of the curriculum is not possible