Elke VisserDie Diagnose der Bewertungskompetenz durch schriftliche Aufgaben im Biologieunterricht

About this book deutschenglish

Should it be allowed to clone human cells? Should egg donation be permitted? These and lots of other questions concerning issues of biology teaching require ethical judgement. To be able to argue in such medical ethical dilemmas is the central aim of developing decision-making competence of students.

In the present study the author shows ways in the diagnosis of decision-making competence. A structural model of decision-making competence provides a theoretical background from which diagnostic indicators are derived. The indicators are transferred in written tasks of different response formats. The eleventh form students’ statements are subjected to a qualitative content analysis.

With egg donation and cloning, two dilemmas of reproductive medicine are the objects of the diagnostic tasks. The dilemmas are described in terms of their medical basis, their relation to bioethical principles and the usual arguments in public discourse. The clarification of the basic ethical concepts morality, values and norms and the main features of normative deductive reasoning complete these considerations.

The argumentative competence of the students is examined from two sides. Firstly the arguments used in a justified opinion are analysed in comparison of both dilemmas. Additional tasks with structured response formats investigate the reflection of ethical arguments. The consequences respected by the students are described and classified with regard to the social perspectives.

In contrast, the diagnosis concerning the reference to ethical values is difficult, because the requirement of normative openness limits the application of competence levels. In that the doubts of many teachers regarding the diagnosis of decision-making competence are justified. Therefore possibilities are presented to diagnose competences dealing with ethical norms and values on a not normative meta-level.

Practical hints for teaching summarize the options and limits to diagnose decision-making competences by written tasks.

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