New Perspectives in Science Education

Considering that moral development is pivotal for the chemistry curriculum [1], and it can be fostered through the use of case studies [2], this work aims to analyze the extent of moral sensitivity demonstrated by undergraduate chemistry students in response to a case study. The case is about Carlos, a student applying for a master’s program. Without publications, he is advised by his supervisor to accept co-authorship in a colleague’s paper in exchange for later including her in his own work. The dilemma is based on his desire to improve admission chances while respecting academic integrity. The case was applied in a Scientific Communication course, offered at São Carlos Institute of Chemistry, University of São Paulo, Brazil. The procedure involved three stages: an initial resolution, a joint discussion mediated by the professor, and a final resolution. This design allowed students to compare perspectives and refine arguments. A total of 61 students participated, producing two written responses each. Students’ moral sensitivity was assessed based on the the Four-Component Model [3]. This Model assumes morality develops through four processes: moral sensitivity, reasoning, commitment, and perseverance. Among these, moral sensitivity, the ability to recognize moral issues in complex situations, is the most fundamental and the one that can be effectively fostered in a communication course. Analytical grids were employed to identify and quantify the moral aspects expressed in student arguments. The results indicate limited individual moral sensitivity; however, the arguments collectively addressed a wider range of moral aspects. Responses after joint discussion were richer and included new perspectives, highlighting the importance of collaborative reflection in ethical dilemmas. Promoting ethical reasoning in realistic academic contexts thus opens opportunities for future interventions.

Keywords: Chemical education, case study, ethics in science, chemical ethics, moral sensitivity

REFERENCES

[1] Mehlich, J. (2021). Good Chemistry: Methodological, Ethical, and Social Dimensions. Royal Society of Chemistry.

[2] Bebeau, M. J. (2014). An evidence-based guide for ethics instruction. Journal of Microbiology & Biology Education, 15(2), 124-129.

[3] Rest, J. R., Bebeau, M., & Volker, J. (1986). An overview of the psychology of morality. Moral Development: Advances in Research and Theory, 1-27.