Abstract
The present chapter presents a case study of an Undergrad Biology teacher named ‘Meena’ and her different knowledge domains related to the teaching–learning of ethical issues in Biological Sciences. These include her idea about teaching, learning, pedagogy, curriculum, students’ misconceptions, assessment, views on Nature of Science (NOS), etc., in the context of ethical issues in Biological Sciences. An attempt has been made to document the classroom discourses of the selected classroom situations wherein an interpretive approach to classroom discourse analysis has been adopted. Negotiating ethical issues pertaining to Biological Sciences in the classroom often requires taking recourse to a multidimensional and interdisciplinary way of teaching–learning. This also requires a multidisciplinary understanding of issues at the interface of Science, Technology and Society (STS). Teaching ethical issues pre-empt taking recourse to only one disciplinary approach which would be inappropriate rather limiting to deal with the scope of these issues. The different disciplines provide multiple perspectives on a given Bioethical issue, such as from a scientific, sociopolitical, historical, ethical, legal or economic viewpoint. The present case study is a case in point where the teacher promotes such an interdisciplinary understanding of ethical issues among her learners.
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