Ethical issues in human reproduction/teaching approach: Difference between revisions
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* This lesson outline stimulates A-level students to engage in {{tag|discussion}}, develop their {{tag|reasoning}} skills and increase their awareness of the | * This lesson outline stimulates A-level students to engage in {{tag|discussion}}, develop their {{tag|reasoning}} skills and increase their awareness of the {{tag|ethics|bioethical}} issues involved in human reproduction. | ||
* Background texts and open-ended {{tag|questioning}} about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students {{tag|reasoning}} to justify their opinions, and to compare and evaluate competing views. Finally, {{tag|whole class}} discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table. | * Background texts and open-ended {{tag|questioning}} about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students {{tag|reasoning}} to justify their opinions, and to compare and evaluate competing views. Finally, {{tag|whole class}} discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table. | ||
Revision as of 07:49, 27 September 2012
- This lesson outline stimulates A-level students to engage in discussion(i), develop their reasoning(i) skills and increase their awareness of the bioethical(i) issues involved in human reproduction.
- Background texts and open-ended questioning(i) about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students reasoning(i) to justify their opinions, and to compare and evaluate competing views. Finally, whole class(i) discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table.
