English summary: This empirical study examines concepts and categories of pupils' bioethical decision making as well as how decision-making processes are linked to differing learning environments. While focusing on religious and educational implications, key points of prenatal diagnostics as well as substantial (bio-)ethical theories are first put forward. Then, results of research on classroom teaching are presented concerning both individual and cooperative learning. Based on this theoretical background, the qualitative ...
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English summary: This empirical study examines concepts and categories of pupils' bioethical decision making as well as how decision-making processes are linked to differing learning environments. While focusing on religious and educational implications, key points of prenatal diagnostics as well as substantial (bio-)ethical theories are first put forward. Then, results of research on classroom teaching are presented concerning both individual and cooperative learning. Based on this theoretical background, the qualitative research is outlined and data are analysed according to the methods of Grounded Theory. The results of the study are reviewed and structured into two fields: 1) the moral status of the human embryo and 2) social attitudes about disability. Further results are related to the pupils' behavioral learning processes as well as to the teachers' verbal abilities. The final discussion of results identifies important didactic perspectives for bioethical learning and offers some implications for research methods on classroom teaching. German description: In welche Konzepte und Kategorien lassen sich Urteile von SchulerInnen uber bioethische Fragen fassen' Gibt es Wirkungszusammenhange zwischen Urteilsbildungsprozess und Lehr-Lern-Arrangement'. Die Autorin reflektiert zunachst den exemplarischen Inhaltsgegenstand Pranataldiagnostik sowie wesentliche (bio-)ethische Ansatze. Es folgen lehr-lern-theoretische Befunde unter Berucksichtigung dialogisch-kooperativer bzw. monologisch-individueller Lernarrangements. Jeweilige religionspadagogische Implikationen werden resumiert. Vor diesem Hintergrund wird die qualitative Untersuchung konzipiert und ihr empirisches Design vorgestellt. Die mittels Grounded Theory vorgenommene Datenanalyse mundet in eine ausfuhrliche Explikation der Ergebnisse, die anhand der Inhaltsbereiche Moralstatus von Embryonen sowie Einstellung zu Behinderung strukturiert wird. Weitere Ergebnisse betreffen Rezeption und Lernverhalten auf Seiten der Lernenden bzw. das Gesprachs- und Frageverhalten auf Seiten der Lehrkrafte. Die abschliessende Diskussion gibt einen Ausblick auf zentrale didaktische Perspektiven bioethischen Lernens sowie auf forschungsmethodische Implikationen.
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Add this copy of Bioethische Urteilsbildung Im Religionsunterricht to cart. $122.00, new condition, Sold by ISD rated 5.0 out of 5 stars, ships from Bristol, CT, UNITED STATES, published 2010 by V&R unipress.
Add this copy of Bioethische Urteilsbildung Im Religionsunterricht: to cart. $184.03, new condition, Sold by Kennys.ie rated 4.0 out of 5 stars, ships from Galway, IRELAND, published 2010 by V&R Unipress.
