{"title":"作为缺失的科学实践的 \"认识论完整性的导航和应用\":重新认识化学本科生和教师的道德规范","authors":"Meng-Yang Matthew Wu, Jon-Marc G. Rodriguez","doi":"10.1021/acs.jchemed.4c00064","DOIUrl":null,"url":null,"abstract":"Recent national calls have emphasized the importance of undergraduate student engagement in science practices. While there have been efforts to consider the practices of professional scientists in teaching contexts, conversations integrating academic integrity and its professional analog, scientific integrity (i.e., research ethics), are relatively underexplored. In other words, the extensive research around both topics remains parallel, warranting a unified view to support students with authentic engagement in science practices. Thus, in this perspective piece, we present epistemic integrity as a missing science practice for re-envisioning and centering ethics in undergraduate-level chemistry classrooms. Responding to a greater need for specificity and practicality, we begin by operationalizing epistemic integrity for chemistry-specific contexts. Next, we offer examples of epistemic integrity for both chemistry students and instructors. Finally, we conclude with an example of how practices using epistemic integrity can be realized in an instructional laboratory setting. Modern issues are becoming more complex and the middle gray area separating what is ethically appropriate and inappropriate continues to expand. To this end, we encourage the chemistry education community to leverage epistemic integrity to advance both equity and excellence throughout the undergraduate chemistry experience.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors\",\"authors\":\"Meng-Yang Matthew Wu, Jon-Marc G. Rodriguez\",\"doi\":\"10.1021/acs.jchemed.4c00064\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Recent national calls have emphasized the importance of undergraduate student engagement in science practices. While there have been efforts to consider the practices of professional scientists in teaching contexts, conversations integrating academic integrity and its professional analog, scientific integrity (i.e., research ethics), are relatively underexplored. In other words, the extensive research around both topics remains parallel, warranting a unified view to support students with authentic engagement in science practices. Thus, in this perspective piece, we present epistemic integrity as a missing science practice for re-envisioning and centering ethics in undergraduate-level chemistry classrooms. Responding to a greater need for specificity and practicality, we begin by operationalizing epistemic integrity for chemistry-specific contexts. Next, we offer examples of epistemic integrity for both chemistry students and instructors. Finally, we conclude with an example of how practices using epistemic integrity can be realized in an instructional laboratory setting. Modern issues are becoming more complex and the middle gray area separating what is ethically appropriate and inappropriate continues to expand. To this end, we encourage the chemistry education community to leverage epistemic integrity to advance both equity and excellence throughout the undergraduate chemistry experience.\",\"PeriodicalId\":43,\"journal\":{\"name\":\"Journal of Chemical Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-07-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Chemical Education\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://doi.org/10.1021/acs.jchemed.4c00064\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://doi.org/10.1021/acs.jchemed.4c00064","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
“Navigating and Applying Epistemic Integrity” as a Missing Science Practice: Re-envisioning Ethics for Both Undergraduate Chemistry Students and Instructors
Recent national calls have emphasized the importance of undergraduate student engagement in science practices. While there have been efforts to consider the practices of professional scientists in teaching contexts, conversations integrating academic integrity and its professional analog, scientific integrity (i.e., research ethics), are relatively underexplored. In other words, the extensive research around both topics remains parallel, warranting a unified view to support students with authentic engagement in science practices. Thus, in this perspective piece, we present epistemic integrity as a missing science practice for re-envisioning and centering ethics in undergraduate-level chemistry classrooms. Responding to a greater need for specificity and practicality, we begin by operationalizing epistemic integrity for chemistry-specific contexts. Next, we offer examples of epistemic integrity for both chemistry students and instructors. Finally, we conclude with an example of how practices using epistemic integrity can be realized in an instructional laboratory setting. Modern issues are becoming more complex and the middle gray area separating what is ethically appropriate and inappropriate continues to expand. To this end, we encourage the chemistry education community to leverage epistemic integrity to advance both equity and excellence throughout the undergraduate chemistry experience.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.