[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592267-105":59,"doc-detail-592267-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rethinking-the-ethics-of-scientific-knowledge-a-case-study-of-teaching-the-environment-in-science-classrooms","Rethinking the Ethics of Scientific Knowledge - A Case Study of Teaching the Environment in Science Classrooms","","The paper argues for a rethinking of scientific literacy by placing ethics at its core, because in contemporary society knowledge is often separated from action and responsibility. Using the concept of integrity of knowing, it analyzes environmental knowledge in Korean sixth-grade science classrooms. The study distinguishes “knowing about ethics” from “knowing ethically” in STSE contexts, promoting participatory scientific literacy oriented toward knowing in and for action and responsible civic participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-the-ethics-of-scientific-knowledge-a-case-study-of-teaching-the-environment-in-science-classrooms/592267/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-the-ethics-of-scientific-knowledge-a-case-study-of-teaching-the-environment-in-science-classrooms/592267.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that scientific literacy must be rethought?","Question",{"text":112,"@type":113},"It holds that scientific literacy should include ethics as a core element, because modern knowledge is frequently separated from action and responsibility.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper distinguish “knowing about ethics” from “knowing ethically”?",{"text":117,"@type":113},"It differentiates the two in relation to STSE issues, contrasting knowledge that is merely about ethics with knowledge that is enacted ethically through action.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper recommend for participatory scientific literacy?",{"text":121,"@type":113},"It recommends aiming for “knowing in and for action,” so students develop responsibility for STSE issues rather than treating ethics as an add-on.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592267,1792904067,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2008 by Education Research Institute  \n2008, Vol. 9, No.4, 516-528.  \nRethinking the Ethics of Scientific Knowledge: A Case Study of Teaching the Environment in Science Classrooms  \nMijung Kim Wolff-Michael Roth  \nNational Institute of Education University of Victoria  \nSingapore Canada  \nIn this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element.  \nConsidering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth–grade science classrooms. Examining the notion of immediate coping and Confucian Cheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowing in and for action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.  \nKeywords: ethics of knowledge, integrity, Science-Technology-Society-the Environment education  \nHistory of the Issue  \nHistorically, science education has meant learning sets of concepts that laboratory scientists thought to be foundational to their disciplines. Thus, a brief look at science textbooks shows that science education generally asks students to memorize such things as Newton’s Law of  \nMijung Kim, Natural Sciences and Science Education, National Institute of Education, Singapore; Wolff-Michael Roth, Curriculum & Instruction, University of Victoria, Canada.  \nCorrespondence concerning this article should be addressed to Mijung Kim, Natural Sciences and Science Education, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616. E-mail: [mijung.kim@](mijung.kim@)[ ](mijung.kim@)[nie.edu.sg](nie.edu.sg)  \nGravity, the Krebs cycle, or the process of oxidization/ combustion. When science educators came to realize that knowing a concept means knowing it in relevant contexts, they began to consider including the discussion of STSE issues in the classroom such as missile launches and the social aspects of the relationship between combustion and the atmosphere (Aikenhead, 1994) . It is up to students themselves to choose what they want to do with the conceptual knowledge, for example learning Krebs cycle for school tests. However, this does not coincide with the purposes of Science, Technology Society, and the Environment (STSE) education. The underlying idea is that discussing STSE issues provides students with a means of linking what they learn in science classrooms and their everyday world outside (DeBoer, 2000) . This thereby constitutes a link between knowing science and responsible  \nSTSE & Ethical Action  \ncitizenship, which in turn leads science educators to suggest that science students of all ages ought to get involved in changing their worlds (Roth & Désautels, 2004) . Increasingly science educators become concerned with the gap between knowing science and acting in ways that embody this knowledge.  \nFrom an ethico-moral standpoint, the desirable form of knowing is ‘knowing in and for action’; preparing students for action means ensuring that they gain an understanding of how decisions are made within a variety of everyday contexts (Hodson, 2003) . In the concept of phronesis, that of wise practical action, the ancient Greeks already knew that decision-making inheren","cbCaiezve0AOMpTY","https://ap.wps.com/l/cbCaiezve0AOMpTY","pdf",144633,13,"English","# History of the Issue\n## STSE & Ethical Action","[{\"question\":\"Why does the paper argue that scientific literacy must be rethought?\",\"answer\":\"It holds that scientific literacy should include ethics as a core element, because modern knowledge is frequently separated from action and responsibility.\"},{\"question\":\"How does the paper distinguish “knowing about ethics” from “knowing ethically”?\",\"answer\":\"It differentiates the two in relation to STSE issues, contrasting knowledge that is merely about ethics with knowledge that is enacted ethically through action.\"},{\"question\":\"What does the paper recommend for participatory scientific literacy?\",\"answer\":\"It recommends aiming for “knowing in and for action,” so students develop responsibility for STSE issues rather than treating ethics as an add-on.\"}]","Rethinking the Ethics of Scientific Knowledge - A Case Study of Teaching the Environment in Science Classrooms | PDF",1792074199,33]