Ethical Sensitivity Intervention in Science Teacher Education: Using Computer Simulations and Professional Codes of Ethics
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Date
2009-04-07
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Abstract
A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. The REST can be analyzed quantitatively using the Quick-REST survey and qualitatively using an interview protocol. Both analyzes were used in this study. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings.
The post-test only research design had 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 inservice science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to one of two groups, video, the control group or simulation, the experimental group, resulting in four comparison groups. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. The simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach’s alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses.
The preservice video group had a significantly higher mean rank score than other comparison groups. There were no significant differences across the remaining groups. Qualitative analyzes of in-simulation prompts suggest both preservice and inservice participants are unlikely to take action in an intolerant environment. Themes emerged in the post-simulation responses indicated participants viewed the simulation as a reflective, interactive, personal, and organic environment.
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ethical sensitivity, science teacher professionalism, computer simulation intervention
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PhD
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Science Education
