Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students

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Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens (2013, background): “The findings of Fowler et al. (2009) are profound because moral sensitivity is a crucial element for individuals to develop awareness about moral components of SSI, realize empathy toward other parties represented in issues and engage in moral reasoning and moral actions (Bebeau, Rest, & Narvaez,…”
Argument to Foster Scientific Literacy (2010, background): “One exception to this pattern is Zeidler, Sadler, Applebaum, and Callahan (2009) and Fowler, Zeidler, and Sadler (2009), who designed a curriculum for an anatomy and physiology course contextualized in socioscientific issues.”
ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES (2014, unknown): “The present study also adds support for the findings of Fowler et al. (2009), which found a significant increase in students’ levels of empathy following a year-long SSI intervention at the high school level.”
Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues (2012, background): “Fowler, Zeidler, and Sadler ( 2009 ) also demonstrated significant changes in ethical sensitivity after the intervention of a yearlong SSI course in which students were challenged to constantly explore and resolve different competing points of view.”