Teacher education and the new biology

Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their students discuss bioethics and the societal implications of biology, even when these are controversial and contested. Moreover, practical work can no longer be confined to ‘pure’, ‘safe’ and ‘confined’ activities. These are increasingly rejected by students, validly, as boring or irrelevant. Instead, we need to help student undertake a range of activities that help them to develop criticality and the potential for action. While some may see this as an attack on science, I would argue that this attitude is akin to those who once held that religious education (in countries that permit it) should confine itself to ‘the faith’

Teaching evolution in a creationist environment: an approach based on worldviews, not misconceptions

Creationism and intelligent design are becoming more widespread. This article examines the characteristics of religions and the possible relationship between science and religion before going on to consider how science teachers might deal with creationism in their classrooms when teaching evolution. The central argument is that creationism is best seen not as a misconception but as a worldview. The most that a science teacher can normally aspire to is to ensure that students with creationist beliefs understand the scientific position. In the short term, the scientific worldview is unlikely to supplant a creationist one. We can help students to find their science lessons interesting and intellectually challenging without their being threatening. Effective teaching in this area can not only help students learn about the theory of evolution but better to appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science and the ways in which scientific knowledge differs from other forms of knowledge

The use of ethical frameworks by students following a new science course for 16-18 year-olds

There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16-18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and the development of ethical reasoning. Examination of a sample of reports written by students in 2005 as part of the course's summative assessment shows that utilitarian ethical reasoning is used widely and that the other ethical frameworks to which students are introduced in the course – rights and duties, autonomy and virtue ethics – are used substantially less often. In addition, students mostly argue anthropocentrically though many of them argue ecocentrically and/or biocentrically too

The ethics of genetic research on intelligence

Should research on the possible genetic components of human intelligence be carried out? I first try to provide some general guidelines as to whether any particular piece of research should be undertaken and then consider the specific example of the ethics of genetic research on intelligence. The history of the debate on intelligence does not make one very optimistic that the fruits of such research would be used wisely. However, there are indications that people's understanding of the nature of inheritance may be improving and it could be that such research might have significant benefits. It is worth remembering than the condition phenylketonuria, a genetic disease in any useful sense of the term, and one that leads to mental retardation (i.e. very low intelligence), is now wholly preventable, and indeed very largely prevented, through environmental intervention

The relationship between evolutionary biology and religion

Belief in creationism and intelligent design is widespread and gaining in significance in a number of countries. This article examines the characteristics of science and of religions and the possible relationship between science and religion. I argue that creationism is sometimes best seen not as a misconception but as a worldview. In such instances, the most to which a science educator (whether in school, college or university) can normally aspire is to ensure that students with creationist beliefs understand the scientific position. In the short term, the scientific worldview is unlikely to supplant a creationist one for students who are firm creationists. We can help students to find their evolutionary biology courses interesting and intellectually challenging without their being threatening. Effective teaching in this area can not only help students learn about the theory of evolution but better to appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science and the ways in which scientific knowledge differs from other forms of knowledge