Educating Young Researchers in Environment Ethics

教育年轻研究人员环境伦理学

• 批准号: 1635656
• 负责人: Robert Newton
• 金额: $ 40万
• 依托单位: Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-15 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1635656&HistoricalAwards=false
• 关键词: Educating; Young; Researchers; Environment; Ethics

In the 21st century, scientific research will have even more significant and immediate human impacts. Decisions about what, where, how to measure, and how to structure the engagement between scientists and the public, including policy professionals, will entail important and often nuanced ethical dimensions. This study seeks a deeper understanding of structures and interventions that can facilitate ethical maturity in young investigators. The project and its investigators will bring together research scientists, educators, and ethicists to work over three years, in 3 phases, to: (1) develop a framework to discuss and understand ethics in science education; (2) create a method to measure the ethical maturity of young investigators and (3) conduct a pilot study in formal and non-formal science learning settings. The investigators hypothesize that ethical behavior in science is substantially impacted by the affective, emotional, and interpersonal aspects of scientists' connections to their communities of practice. Therefore, educational programs that emphasize team- and project-based learning in the context of rigorous scientific protocols will do a better job of encouraging ethical practice than those that rely heavily, let alone exclusively, on text-based learning. The framework and its associated methods will, if successful, link science education with emotional maturity, affective reaction, and interpersonal connections appropriate to best ethical practices. It will do so in a network of urban public schools and summer programming for city teens, settings that can have very broad application. Hopefully the lessons learned will improve the ways that scientists think about their own professional activities. There is also potential for improved ethical depth among learners who will primarily be science consumers. The capacity to define and measure ethical maturity in the context of science learning would be a valuable tool for educators, especially those working with young researchers in their formative years. If the central hypothesis of the project (that team-oriented, research-based pedagogy is advantageous for affective and emotional growth and leads to more ethical choices), then this study will support these highly effective, but logistically difficult, educational strategies. In addition, a better understanding of the links between earth and environmental science subject matter, ethical choices, and the ethical practice of science, will prepare those headed into STEM careers for the types of technically-complex choices that citizen will face in the 21st century.

21世纪，科学研究将对人类产生更加重大和直接的影响。 关于衡量什么、在哪里、如何衡量以及如何构建科学家和公众（包括政策专业人员）之间的参与的决定将涉及重要且往往微妙的道德维度。 本研究旨在更深入地了解可以促进年轻研究者道德成熟的结构和干预措施。 该项目及其研究人员将汇集研究科学家、教育工作者和伦理学家，在三年内分三个阶段开展工作，以：（1）制定一个框架来讨论和理解科学教育中的伦理道德； (2) 创建一种方法来衡量年轻研究者的道德成熟度；(3) 在正式和非正式的科学学习环境中进行试点研究。研究人员假设，科学中的道德行为在很大程度上受到科学家与其实践社区联系的情感、情感和人际方面的影响。因此，在严格的科学协议背景下强调基于团队和项目的学习的教育计划将比那些严重依赖（更不用说完全依赖）基于文本的学习的教育计划更好地鼓励道德实践。 如果成功，该框架及其相关方法将把科学教育与情感成熟、情感反应和适合最佳道德实践的人际关系联系起来。 它将在城市公立学校网络和城市青少年暑期项目中实现这一目标，这些环境可以有非常广泛的应用。希望吸取的教训能够改善科学家思考自己专业活动的方式。 主要是科学消费者的学习者的道德深度也有可能提高。在科学学习的背景下定义和衡量道德成熟度的能力对于教育工作者，尤其是那些与处于成长阶段的年轻研究人员一起工作的教育工作者来说，将是一个宝贵的工具。如果该项目的中心假设（以团队为导向、以研究为基础的教学法有利于情感和情感的成长，并导致更多的道德选择），那么这项研究将支持这些高效但逻辑上困难的教育策略。 此外，更好地理解地球和环境科学主题、道德选择和科学道德实践之间的联系，将为那些进入 STEM 职业的人做好准备，以应对 21 世纪公民将面临的技术复杂的选择类型。