Integrating ethics and democratic principles in chemistry education: a case study
This study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module e...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-10-01
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| Series: | Chemistry Teacher International |
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| Online Access: | https://doi.org/10.1515/cti-2024-0010 |
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| author | Stojanovska Marina |
| author_facet | Stojanovska Marina |
| author_sort | Stojanovska Marina |
| collection | DOAJ |
| description | This study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module explores the ethical dimensions of chemical knowledge and its social and environmental impact. Utilizing the Council of Europe’s Reference Framework of Competences for Democratic Culture, it introduces pre-service teachers to concepts such as responsibility, human dignity, and the rule of law. The module involved six pre-service teachers and two schoolteacher-mentors. Key activities included student-led discussions, such as exploring personal responsibility and moral dilemmas in chemistry, exemplified by the Heinz dilemma, and engaging in discourse on the possibility of breaking a law for morally justifiable reasons to comprehend the delicate balance between legal duties and moral responsibilities. Through reflective exercises and collaborative learning, pre-service teachers engage critically with the ethical implications of their future profession. Initial feedback highlights the value of integrating ethical discussions into chemistry education, fostering deeper reflection and a sense of responsibility among pre-service teachers. The study provides a valuable framework for educators integrating ethics into science curricula, fostering responsible chemistry practice aligned with social values. |
| format | Article |
| id | doaj-art-784d52f3953d4b68a0c0baa37ef16fcd |
| institution | Kabale University |
| issn | 2569-3263 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Chemistry Teacher International |
| spelling | doaj-art-784d52f3953d4b68a0c0baa37ef16fcd2025-02-02T15:45:10ZengDe GruyterChemistry Teacher International2569-32632024-10-016437338310.1515/cti-2024-0010Integrating ethics and democratic principles in chemistry education: a case studyStojanovska Marina0Faculty of Natural Sciences and Mathematics, Ss. Cyril and Methodius University in Skopje, Skopje, MacedoniaThis study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module explores the ethical dimensions of chemical knowledge and its social and environmental impact. Utilizing the Council of Europe’s Reference Framework of Competences for Democratic Culture, it introduces pre-service teachers to concepts such as responsibility, human dignity, and the rule of law. The module involved six pre-service teachers and two schoolteacher-mentors. Key activities included student-led discussions, such as exploring personal responsibility and moral dilemmas in chemistry, exemplified by the Heinz dilemma, and engaging in discourse on the possibility of breaking a law for morally justifiable reasons to comprehend the delicate balance between legal duties and moral responsibilities. Through reflective exercises and collaborative learning, pre-service teachers engage critically with the ethical implications of their future profession. Initial feedback highlights the value of integrating ethical discussions into chemistry education, fostering deeper reflection and a sense of responsibility among pre-service teachers. The study provides a valuable framework for educators integrating ethics into science curricula, fostering responsible chemistry practice aligned with social values.https://doi.org/10.1515/cti-2024-0010attitudesknowledge and critical understandingcompetences for democratic culturepedagogical-content knowledgeskillsvalues |
| spellingShingle | Stojanovska Marina Integrating ethics and democratic principles in chemistry education: a case study Chemistry Teacher International attitudes knowledge and critical understanding competences for democratic culture pedagogical-content knowledge skills values |
| title | Integrating ethics and democratic principles in chemistry education: a case study |
| title_full | Integrating ethics and democratic principles in chemistry education: a case study |
| title_fullStr | Integrating ethics and democratic principles in chemistry education: a case study |
| title_full_unstemmed | Integrating ethics and democratic principles in chemistry education: a case study |
| title_short | Integrating ethics and democratic principles in chemistry education: a case study |
| title_sort | integrating ethics and democratic principles in chemistry education a case study |
| topic | attitudes knowledge and critical understanding competences for democratic culture pedagogical-content knowledge skills values |
| url | https://doi.org/10.1515/cti-2024-0010 |
| work_keys_str_mv | AT stojanovskamarina integratingethicsanddemocraticprinciplesinchemistryeducationacasestudy |