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  Home > JCE Print > Journal of Chemical Education > Issues > 2009  > August  >
In the Classroom
Student-Centered Use of Case Studies Incorporating Oral and Writing Skills To Explore Scientific Ethical Misconduct
Ingrid Montes, Adriana Padilla, Atenaida Maldonado, and Solymar Negretti
Department of Chemistry, University of Puerto Rico–Río Piedras, Río Piedras, PR 00931-3346
Cover
August 2009
Vol. 86 No. 8
p. 936
Abstract
For many years, ethical misconduct has been long endured and difficult to address in the scientific community. To educate students about ethical misconduct in science, case studies were used in an ethics discussion board for a class group project. The objectives aimed to (i) familiarize students with the term "ethical misconduct", particularly in science; (ii) guide students in the evaluation of different information sources and data compilation, while practicing correct citation of data; and, (iii) most importantly, pique students' interest to further research, study, understand, and discuss current ethical issues concerning the scientific community. Each project was read thoroughly and coded using Bloom's taxonomy to evaluate student responses and quantify them according to project objectives. The results and limitations of this study are presented.
Supplement
Details and resources for using the scientific ethics project
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Citation
Montes, Ingrid; Padilla, Adriana; Maldonado, Atenaida; Negretti, Solymar. J. Chem. Educ. 2009, 86, 936.
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Keywords
Communication / Writing; Curriculum; Ethics; General Public; Organic Chemistry; Professional Development
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History
Created:
Last Updated:
6/16/2009
6/30/2009
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