Thursday, February 5, 2015

Classroom Bio-Ethics Committee

This could be fun.  I think the important part of this is that it allows students to:
  1. Understand content
  2. Form an opinion
  3. Disagree
  4. Defend
The ability to debate and stand by a viewpoint shows understanding.  In our future, it will be necessary for individuals to understand movements in medicine, biology, physics, engineering and technology (even if these topics do not interest them).  As long as they are alive, medical decisions will need to be made and advances in Biology will affect their lives.



o   Get articles and sort students into groups of 3 or 4
o   Have all students assigned to the group read the article independently.  They are reading to form an opinion.
o   Answer the following questions as individuals.
§  Do you support this research?
§  Was the experiment or research flawed in design?
§  Will this benefit the population (or patient or ecosystem or environment)?  Yes, then why.  No, they why.
§  Should this idea be applied further to the community?
o   Discuss as a group.  It is important that they do not all agree—that is the importance of BioEthics.  The ability to defend an argument shows that they understand the concept.  Students need to learn to think for themselves—teach them it is okay not to agree (but handle it appropriately.)

Great science is done when someone has to prove their point--or when someone disagrees and proves someone wrong.  This second-guessing and thinking process drives discovery.


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