Exploring Bioethics - NIH Office of Science Education - National ...

Teaching Sequence1Day 1: What’s in a Question?PurposeDay 1 introduces the role of bioethics in science and in society and the distinguishing characteristics ofethical reasoning. Students build a conceptual understanding of the nature of ethical questions, distinguishingthem from scientific and legal questions and matters of personal preference, custom, or habit.Student misconceptions about ethics are brought to the surface and addressed.2Activity 1:Introducing BioethicsEstimated Time: 15 minutesProcedure31. Provide a brief introduction to bioethics. Tell students that theywill spend the next few days exploring bioethics. They’ll learn whatbioethics is, some of the ways ethical considerations relate to biology,and some tools and questions to use when examining the choices theyface as citizens of the 21st century.2. Give examples of ethical questions raised by advances in biology.You may want to mention these:• Should there be limits to how much people modify the naturalworld using technology?• Should all students be required to have vaccinations?• If you take a genetic test, who should know the results?3. Ask the class for other examples of bioethical questions, and writethem on the board or a transparency.Responses may include• Should doctors provide fatal medicines to terminally ill patients who want to end their own lives? • Should scientists clone pets or animals for food?• How should doctors distribute scarce flu vaccines?• Whom should scientists test new medicines on?Module 1 1-7NoteThis curriculum supplementencourages students to always askthemselves four key questions andto take at least three core ethicalconsiderations into accountwhenever they analyze an ethicalissue. The questions and considerationsare shown graphically onthe poster that comes with thissupplement. Displaying the posterprominently in your classroomhelps keep students focused onthese important concepts.456