Abstract
The present chapter presents a case study of an Undergrad Biology teacher to understand the different facets of his knowledge in the area of ‘Ethical Issues in Biological Sciences’. These different knowledge domains include his idea about teaching, learning, pedagogy, curriculum, students’ alternative conceptions, assessment, views on Nature of Science (NOS), etc., in the context of ethical issues in Biological Sciences. The present teacher often takes recourse to the STSE (Science, Technology, Society and Environment) approach and integrates the diverse perspectives for Negotiating ethical issues in Biological Sciences in the classroom. He used narrations, anecdotes, incorporated real-life experiences, arguments, emotional metaphors so as to build interlinkages between science, technology, society and environment as well as to generate ethical reasoning among students. Such a case study will also provide an insight into the categories of teachers’ knowledge that are needed for addressing the ethical issues effectively in a Science classroom.
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