語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The Theory, Practice, and Future of ...
~
Milleson, Valerye.
FindBook
Google Book
Amazon
博客來
The Theory, Practice, and Future of Ethics Education in Science.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Theory, Practice, and Future of Ethics Education in Science./
作者:
Milleson, Valerye.
面頁冊數:
62 p.
附註:
Source: Masters Abstracts International, Volume: 53-04.
Contained By:
Masters Abstracts International53-04(E).
標題:
Educational philosophy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1563251
ISBN:
9781321118384
The Theory, Practice, and Future of Ethics Education in Science.
Milleson, Valerye.
The Theory, Practice, and Future of Ethics Education in Science.
- 62 p.
Source: Masters Abstracts International, Volume: 53-04.
Thesis (M.S.)--Arizona State University, 2014.
The landscape of science education is changing. Scientific research and the academy are both becoming increasingly complex, competitive, interdisciplinary, and international. Many federal research agencies, scientific professional societies, and science educators seem to agree on the importance of strong ethics education to help young scientists navigate this increasingly craggy terrain. But, what actually should be done? When it comes to teaching ethics to future scientists, is the apparent current emphasis on basic responsible conduct of research (RCR) sufficient, or should moral theory also be taught in science ethics education? In this thesis I try engage this question by focusing on an existing, related debate on whether moral theory should be part of teaching professional ethics more generally. After delving into the respective approaches promoted by the three primary participants in this debate (C. E. Harris, Bernard Gert, and Michael Davis) I unpack their views in order to ascertain their practical application potential and relative benefits. I then take these findings and apply them to ethics education in science, paying particular attention to its purported learning objectives. In the end I conclude that the presentation of these objectives suggests that moral theory may well be required in order for these objectives of ethics education in science to be fully achieved.
ISBN: 9781321118384Subjects--Topical Terms:
3173367
Educational philosophy.
The Theory, Practice, and Future of Ethics Education in Science.
LDR
:02252nmm a2200289 4500
001
2068303
005
20160422121528.5
008
170521s2014 ||||||||||||||||| ||eng d
020
$a
9781321118384
035
$a
(MiAaPQ)AAI1563251
035
$a
AAI1563251
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Milleson, Valerye.
$3
3183231
245
1 4
$a
The Theory, Practice, and Future of Ethics Education in Science.
300
$a
62 p.
500
$a
Source: Masters Abstracts International, Volume: 53-04.
500
$a
Adviser: Jason Robert.
502
$a
Thesis (M.S.)--Arizona State University, 2014.
520
$a
The landscape of science education is changing. Scientific research and the academy are both becoming increasingly complex, competitive, interdisciplinary, and international. Many federal research agencies, scientific professional societies, and science educators seem to agree on the importance of strong ethics education to help young scientists navigate this increasingly craggy terrain. But, what actually should be done? When it comes to teaching ethics to future scientists, is the apparent current emphasis on basic responsible conduct of research (RCR) sufficient, or should moral theory also be taught in science ethics education? In this thesis I try engage this question by focusing on an existing, related debate on whether moral theory should be part of teaching professional ethics more generally. After delving into the respective approaches promoted by the three primary participants in this debate (C. E. Harris, Bernard Gert, and Michael Davis) I unpack their views in order to ascertain their practical application potential and relative benefits. I then take these findings and apply them to ethics education in science, paying particular attention to its purported learning objectives. In the end I conclude that the presentation of these objectives suggests that moral theory may well be required in order for these objectives of ethics education in science to be fully achieved.
590
$a
School code: 0010.
650
4
$a
Educational philosophy.
$3
3173367
650
4
$a
Ethics.
$3
517264
650
4
$a
Philosophy of science.
$2
bicssc
$3
2079849
690
$a
0998
690
$a
0394
690
$a
0402
710
2
$a
Arizona State University.
$b
Biology.
$3
1673500
773
0
$t
Masters Abstracts International
$g
53-04(E).
790
$a
0010
791
$a
M.S.
792
$a
2014
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1563251
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9301171
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入