Student-Centered Deliberations of Ethical Care & Use of Animals

Abstract

Most biology teachers implement animal dissection (real or virtual) and often lead discussions on research involving annual subjects. Such activities provide excellent opportunities to explore ideas about ethical conduct in the care and rise of animals. The challenge for teachers is to present information about animal care and rise that enables students to contemplate what society considers ethical arid lawful, and why. We suggest using a constructivist learning cycle Yager, 1991) with four main components: * Engage students in the topic by considering everyday encounters between humans arid other organisms. * Explore existing ideas about codes of conduct in general and animal rise in particular. * Explain federal guidelines about animal care and use. * Take action by considering sample case studies. The goal of the lesson is riot to debate different points of view regarding animal research, but to discuss the scientific ethics of animal care arid use. We refer teachers to Chowning (2005) for implementing student debates oil science and ethics. In order to engage students in the topic, a solid understanding of the term scientific ethics is necessary. Ethics refers to the nature of morals and moral choices made by individuals in relation to other individuals. (Morals are principles of right and wrong.) The prefix, scientific, restricts the term to the morals arid moral choices trade by scientists in relation to other scientists and the general public. As such, scientific ethics represent the rule, or codes of conduct governing scientists and science educators. A solid understanding of this term helps students recognize that whole societies (not just scientists) decide on the rules governing scientific activities, including animal research. Being informed about scientific ethics is critical for all members of society. For example, scientists must understand scientific ethics in order to conduct themselves appropriately in their jobs. Science educators must teach students about science, and how to engage in effective dialogue about science arid public policy. The general public must make science-related decisions (e.g., health care decisions) and must vote based on science-related issues (e.g., for legislators who support rising federal income tax money to conduct scientific research). The study of scientific ethics should begin in elementary school and continue throughout the lifespan, particularly during adolescence when advanced decision-making skill, are refined. …