This research explores the experience of a group of university professors in the integration of ethical aspects in science courses of an engineering program. Engineering is an essentially moral discipline because the decisions made in this field directly affect the lives of people. On the other hand, our mission as science teachers is to educate, which entails morality. Unlike training, it has been argued about the intrinsic value of education. The goal of this work is to recommend curricular design elements that integrate the ethical dimension that promote the moral development of engineering students in the Puerto Rican context. It is an exploratory qualitative research. It includes the experience of four teachers on what ethical aspects are included in their courses that can help promote the moral development of students. We focus this experience on the criteria of topics, strategies, techniques and the meaning assigned to the inclusion of these aspects. The information collection techniques used were the semi-structured interview, the non-participant observation in the classroom and the analysis of documents. The information was summarized and analyzed to understand the experience of teachers. The findings show that the participants have knowledge of: content, pedagogical and curricular. This knowledge endows them with the ability to plan activities that support a positive climate in the classroom that promote moral development in their students. The way in which the participants integrate the subject of ethics in the courses is based on the principle that "the duty of the teacher is to educate rather than to train". The participants consider themselves reflective teachers, for whom it is not a matter of teaching ethics, but of teaching the contents of sciences in authentic and pertinent contexts showing the environmental, political and social interests that these entail. The participants integrate the ethical aspects by means of their particular way of teaching science; teaching that is characterized by the elements of support, advice, comfort, example and care that teachers provide and that their students receive.
|Advisor:||Suárez, Eduardo J.|
|Commitee:||López, Annette, Soto, Jose|
|School:||University of Puerto Rico, Rio Piedras (Puerto Rico)|
|School Location:||United States -- Puerto Rico|
|Source:||DAI-B 80/11(E), Dissertation Abstracts International|
|Subjects:||Science education, Higher education|
|Keywords:||Engineering curriculum, Integration of ethical aspects, Moral development, Science courses, Teaching experience, University professors|
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