Jeanne Ting Chowning|Joan Griswold|Dina N. Kovarik|Laura Collins
Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education
Snohomish Health District
developing position socioscientific issue defending using wellreasoned justification involves complex cognitive skills challenging teach assess work centers instructional strategies fostering critical thinking skills high school students using bioethical case studies decisionmaking frameworks structured analysis tools scaffold student argumentation study examined effects teacher professional development curricular materials ability high school students analyze bioethical case study develop strong position focused student ability identify ethical question consider stakeholders values incorporate relevant scientific facts content address ethical principles consider strengths weaknesses alternate solutions 431 students 12 teachers participated research study using teacher cohorts comparison purposes first cohort received professional development used curriculum students second receive professional development participation study use curriculum order assess acquisition higherorder justification skills students asked analyze case study develop wellreasoned written position evaluated statements using scoring rubric found highly significant differences p0001 students exposed curriculum strategies students also showed highly significant gains p0001 selfreported interest science content ability analyze socioscientific issues awareness ethical issues ability listen discuss viewpoints different understanding relationship science society results demonstrate incorporating ethical dilemmas classroom one strategy increasing student motivation engagement science content promoting reasoning justification skills help prepare informed citizenry