title: Teaching Bioethics as a Stand-alone Subject in a New Zealand State Secondary School

authors: Stevens, Deborah Anne Ellen

subjects: Bioethics

abstract: This study is based on the contention that there is a lack of theoretical values education, that is, ethical thinking, ethical consideration and understanding of ethical theory, within New Zealand’s schools and communities at a time when societies globally are facing significant ethical, legal, social, environmental, economic and political challenges resulting from rapid technological advances.

This project’s principal aim is to explore the cognitive and affective outcomes for students interacting with a specially designed bioethics curriculum presented as a stand-alone subject within the timetable at their urban, decile six, co-educational, state secondary school. It explores the proposal that if the teaching and learning of bioethics is conducted in a student-centred context and includes the teaching of ethical theory, in addition to exploring applied bioethical situations in which learners are encouraged to generate and test their opinions, then it can engage many learners and provide them with a successful way to critique their personal value systems; develop an understanding of values systems that differ from their own; and develop the key academic and social competencies of critical thinking skills, relating to others, managing self, participating and contributing, and understanding language, symbols and text required by the New Zealand curriculum. The study proposes a constructivist view of learning as a multifaceted and continuously evolving developmental process in which new ideas are generated or assimilated based on an individual’s personal values, which have cultural, ethical and spiritual dimensions.

Specifically, this investigation examines and describes the teaching and learning of bioethics through two case studies conducted in a state school environment across 78 students aged between 15 and 18 years, with a wide range of interests, backgrounds and academic abilities. This research has adopted a triangulated mixed-methods design in which both qualitative and quantitative data were generated and merged to develop a deep understanding of affective and cognitive outcomes for students participating in the full-year, stand-alone bioethics course. Participating students demonstrated high levels of engagement with the bioethics curriculum and the narrative, discussion-based pedagogy integral to the study. Results show that all participating students, regardless of their academic histories, had a positive affective and cognitive response to the bioethics curriculum. The stand-alone bioethics curriculum taught within the two bounded case study groups proved an effective vehicle for explicit and comprehensive values teaching and learning, incorporating both theoretical–cognitive and character–behavioural aspects. Students’ values appreciation, critical thinking skills, skills of argument, attitudes and behaviour towards others, and philosophical and scientific conceptual understanding, improved through their participation in the full-year, stand-alone bioethics trial. Data and experience acquired through this study will be of relevance to teachers from a wide variety of disciplines including the physical sciences and humanities, and to curriculum managers at individual and national policy levels.

text: Teaching Bioethics as a Stand-alone Subject in a New Zealand State Secondary School This study is based on the contention that there is a lack of theoretical values education, that is, ethical thinking, ethical consideration and understanding of ethical theory, within New Zealand’s schools and communities at a time when societies globally are facing significant ethical, legal, social, environmental, economic and political challenges resulting from rapid technological advances.

This project’s principal aim is to explore the cognitive and affective outcomes for students interacting with a specially designed bioethics curriculum presented as a stand-alone subject within the timetable at their urban, decile six, co-educational, state secondary school. It explores the proposal that if the teaching and learning of bioethics is conducted in a student-centred context and includes the teaching of ethical theory, in addition to exploring applied bioethical situations in which learners are encouraged to generate and test their opinions, then it can engage many learners and provide them with a successful way to critique their personal value systems; develop an understanding of values systems that differ from their own; and develop the key academic and social competencies of critical thinking skills, relating to others, managing self, participating and contributing, and understanding language, symbols and text required by the New Zealand curriculum. The study proposes a constructivist view of learning as a multifaceted and continuously evolving developmental process in which new ideas are generated or assimilated based on an individual’s personal values, which have cultural, ethical and spiritual dimensions.

Specifically, this investigation examines and describes the teaching and learning of bioethics through two case studies conducted in a state school environment across 78 students aged between 15 and 18 years, with a wide range of interests, backgrounds and academic abilities. This research has adopted a triangulated mixed-methods design in which both qualitative and quantitative data were generated and merged to develop a deep understanding of affective and cognitive outcomes for students participating in the full-year, stand-alone bioethics course. Participating students demonstrated high levels of engagement with the bioethics curriculum and the narrative, discussion-based pedagogy integral to the study. Results show that all participating students, regardless of their academic histories, had a positive affective and cognitive response to the bioethics curriculum. The stand-alone bioethics curriculum taught within the two bounded case study groups proved an effective vehicle for explicit and comprehensive values teaching and learning, incorporating both theoretical–cognitive and character–behavioural aspects. Students’ values appreciation, critical thinking skills, skills of argument, attitudes and behaviour towards others, and philosophical and scientific conceptual understanding, improved through their participation in the full-year, stand-alone bioethics trial. Data and experience acquired through this study will be of relevance to teachers from a wide variety of disciplines including the physical sciences and humanities, and to curriculum managers at individual and national policy levels.

year: 2013

title: Bioconcrete: next generation of self-healing concrete

authors: Seifan, Mostafa

subjects: Science & Technology

abstract: Concrete is one of the most widely used construction materials and has a high tendency to form cracks. These cracks lead to significant reduction in concrete service life and high replacement costs. Although it is not possible to prevent crack formation, various types of techniques are in place to heal the cracks. It has been shown that some of the current concrete treatment methods such as the application of chemicals and polymers are a source of health and environmental risks, and more importantly, they are effective only in the short term. Thus, treatment methods that are environmentally friendly and long-lasting are in high demand. A microbial self-healing approach is distinguished by its potential for long-lasting, rapid and active crack repair, while also being environmentally friendly. Furthermore, the microbial self-healing approach prevails the other treatment techniques due to the efficient bonding capacity and compatibility with concrete compositions. This study provides an overview of the microbial approaches to produce calcium carbonate (CaCO₃). Prospective challenges in microbial crack treatment are discussed, and recommendations are also given for areas of future research.

text: Bioconcrete: next generation of self-healing concrete Concrete is one of the most widely used construction materials and has a high tendency to form cracks. These cracks lead to significant reduction in concrete service life and high replacement costs. Although it is not possible to prevent crack formation, various types of techniques are in place to heal the cracks. It has been shown that some of the current concrete treatment methods such as the application of chemicals and polymers are a source of health and environmental risks, and more importantly, they are effective only in the short term. Thus, treatment methods that are environmentally friendly and long-lasting are in high demand. A microbial self-healing approach is distinguished by its potential for long-lasting, rapid and active crack repair, while also being environmentally friendly. Furthermore, the microbial self-healing approach prevails the other treatment techniques due to the efficient bonding capacity and compatibility with concrete compositions. This study provides an overview of the microbial approaches to produce calcium carbonate (CaCO₃). Prospective challenges in microbial crack treatment are discussed, and recommendations are also given for areas of future research.

year: 2016

title: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment?

authors: Hudson, Petera Whaiao

subjects: whakawhanaungatanga

abstract: Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

text: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment? Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

year: 2020