The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung
碩士 === 國立高雄師範大學 === 科學教育研究所 === 96 === This study aims to discuss the topic of bioethics that is formed from the development of biotechnology, and the differences of variables of personal backgrounds (sex, age, educational background, type of school that is graduated from, teaching subject, service...
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Online Access: | http://ndltd.ncl.edu.tw/handle/75355624081555390847 |
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碩士 === 國立高雄師範大學 === 科學教育研究所 === 96 === This study aims to discuss the topic of bioethics that is formed from the development of biotechnology, and the differences of variables of personal backgrounds (sex, age, educational background, type of school that is graduated from, teaching subject, service seniority, post, marital status, ethnicity, and religious belief) towards attitude of bioethics (cognition, affection, behavior) and teaching attitude of bioethics are investigated. “Attitude of bioethics questionnaire” is complied according to the study viewpoints of Yue-Hong Han (2003), Chao Cai (2006), and Rong-Hui Cheng (2002). The study scope is the in-service teachers in the junior high schools in Kaohsiung 2008 and convenience sampling is adopted, but the practice teachers and substitute teachers are not included; 278 copies of official questionnaires are distributed out, the rate of return is 96% with 256 copies of valid questionnaires, and the rate of usability is 99%.
This study finds out the teachers’ understanding towards bioethics is not common, nearly 80% of the teachers do not understand bioethics or have never heard of the stuffy content of bioethics. It is obvious that the education of bioethics of Taiwan does not have complete plan and importance yet. The knowledge source of bioethics mainly comes from such news and mass media as the advertisement, TV, newspaper, and Internet. The junior high school teachers have relatively low cognition towards bioethics; however, the teachers think that there is significant difference between the correlation of teaching subjects and bioethics. Thus, the teachers think that the correlation of teaching subjects and bioethics is a very important factor that influences whether the teachers are willing to teach bioethics or not. For affection, more than 90% of the teachers give positive affirmation to reproductive technology and value the expert’s assessment. More than 80% of junior high school teachers agree with the seven questions regarding bioethics (question on human body, question on safety of organism, question on right to know, questions on right of privacy and discrimination, question on dignity infringement, question on patent, and question on social justice). 40% of the teachers agree with the topic regarding the “organism” that is reformed by genetic engineering can become the patent article, 30% of the teachers disagree and 30% of the teachers stay neutral; thus this topic is disputable and worth to think deeply. For behavior, 83.2% of the teachers would like to discuss the bioethics topic with students in the classroom in the future.
There are no significant differences between the teachers’ educational background, main teaching subject, marital status, ethnicity, religious belief and the four sub-dimensions of bioethics’ educational attitude including “cognition of bioethics”, “behavior of bioethics”, “affection of bioethics”, and teaching attitude of bioethics”. In “cognition of bioethics”, teachers majoring in “science, engineering, medicine and agriculture (have studied Biology)” are higher than teachers majoring in “liberal arts, law, and commerce (have studied Biology)”, “liberal arts, law, and commerce (haven’t studied Biology)”, and “science, engineering, medicine and agriculture (haven’t studied Biology)”. For “behavior of bioethics”, there is significant difference between teachers who are “teachers and administrative clerks” and teachers who are “teachers and instructors”. For each dimension of different sex and educational attitude of bioethics, the female teachers’ “affection of bioethics” is better than the male teachers’. For “teaching attitude of bioethics”, teachers that are “20 to 29 years old” are better than teachers that are “over 50”, in the next place would be teachers that are “40 to 49 years old” and “30 to 39 years old”. Teacher’s bioethics effect the teacher’s teacher bioethics.
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author2 |
Tai-Chu Huang |
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Tai-Chu Huang Mei-Ing Wu 吳枚瑛 |
author |
Mei-Ing Wu 吳枚瑛 |
spellingShingle |
Mei-Ing Wu 吳枚瑛 The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
author_sort |
Mei-Ing Wu |
title |
The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
title_short |
The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
title_full |
The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
title_fullStr |
The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
title_full_unstemmed |
The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung |
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bioethics attitude of teachers in junior high schools of kaohsiung |
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http://ndltd.ncl.edu.tw/handle/75355624081555390847 |
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ndltd-TW-096NKNU52310202016-11-10T16:04:31Z http://ndltd.ncl.edu.tw/handle/75355624081555390847 The Bioethics Attitude of Teachers in Junior High Schools of Kaohsiung 高雄地區國中教師對生物倫理的態度 Mei-Ing Wu 吳枚瑛 碩士 國立高雄師範大學 科學教育研究所 96 This study aims to discuss the topic of bioethics that is formed from the development of biotechnology, and the differences of variables of personal backgrounds (sex, age, educational background, type of school that is graduated from, teaching subject, service seniority, post, marital status, ethnicity, and religious belief) towards attitude of bioethics (cognition, affection, behavior) and teaching attitude of bioethics are investigated. “Attitude of bioethics questionnaire” is complied according to the study viewpoints of Yue-Hong Han (2003), Chao Cai (2006), and Rong-Hui Cheng (2002). The study scope is the in-service teachers in the junior high schools in Kaohsiung 2008 and convenience sampling is adopted, but the practice teachers and substitute teachers are not included; 278 copies of official questionnaires are distributed out, the rate of return is 96% with 256 copies of valid questionnaires, and the rate of usability is 99%. This study finds out the teachers’ understanding towards bioethics is not common, nearly 80% of the teachers do not understand bioethics or have never heard of the stuffy content of bioethics. It is obvious that the education of bioethics of Taiwan does not have complete plan and importance yet. The knowledge source of bioethics mainly comes from such news and mass media as the advertisement, TV, newspaper, and Internet. The junior high school teachers have relatively low cognition towards bioethics; however, the teachers think that there is significant difference between the correlation of teaching subjects and bioethics. Thus, the teachers think that the correlation of teaching subjects and bioethics is a very important factor that influences whether the teachers are willing to teach bioethics or not. For affection, more than 90% of the teachers give positive affirmation to reproductive technology and value the expert’s assessment. More than 80% of junior high school teachers agree with the seven questions regarding bioethics (question on human body, question on safety of organism, question on right to know, questions on right of privacy and discrimination, question on dignity infringement, question on patent, and question on social justice). 40% of the teachers agree with the topic regarding the “organism” that is reformed by genetic engineering can become the patent article, 30% of the teachers disagree and 30% of the teachers stay neutral; thus this topic is disputable and worth to think deeply. For behavior, 83.2% of the teachers would like to discuss the bioethics topic with students in the classroom in the future. There are no significant differences between the teachers’ educational background, main teaching subject, marital status, ethnicity, religious belief and the four sub-dimensions of bioethics’ educational attitude including “cognition of bioethics”, “behavior of bioethics”, “affection of bioethics”, and teaching attitude of bioethics”. In “cognition of bioethics”, teachers majoring in “science, engineering, medicine and agriculture (have studied Biology)” are higher than teachers majoring in “liberal arts, law, and commerce (have studied Biology)”, “liberal arts, law, and commerce (haven’t studied Biology)”, and “science, engineering, medicine and agriculture (haven’t studied Biology)”. For “behavior of bioethics”, there is significant difference between teachers who are “teachers and administrative clerks” and teachers who are “teachers and instructors”. For each dimension of different sex and educational attitude of bioethics, the female teachers’ “affection of bioethics” is better than the male teachers’. For “teaching attitude of bioethics”, teachers that are “20 to 29 years old” are better than teachers that are “over 50”, in the next place would be teachers that are “40 to 49 years old” and “30 to 39 years old”. Teacher’s bioethics effect the teacher’s teacher bioethics. Tai-Chu Huang 黃台珠 學位論文 ; thesis 136 zh-TW |