Using Frankenstein-themed science activities for science ethics education: An exploratory study

Areej Mawasi, Peter Nagy, Ed Finn, Ruth Wylie

Research output: Contribution to journalArticlepeer-review

Abstract

In order to help students become scientifically literate citizens, science education should allow them to gain a more concrete understanding of the potential social and ethical impacts of scientific and technological change. Using Mary Shelley’s Frankenstein as an imaginative tool, we designed simple hands-on activities and a digital narrative game experience for middle school students, to open up new ways for students to think and talk about ethical issues around scientific creativity and exploration. After taking part in these activities, we interviewed 16 participants to investigate how the activities and the game affected their perceptions of science ethics. Although our respondents had difficulties conceptualizing science ethics in the abstract, we found that the activities gave them a variety of new ideas about the ethical and social implications of scientific work. Results from this study can help educators and researchers design, implement, and evaluate science ethics activities for middle school students.

Original languageEnglish (US)
JournalJournal of Moral Education
DOIs
StateAccepted/In press - 2021

Keywords

  • elementary school
  • ethics education
  • handson activities
  • middle school
  • narrative based learning
  • Science ethics

ASJC Scopus subject areas

  • Religious studies

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