Skip to main content

Lund University Publications

LUND UNIVERSITY LIBRARIES

Making ethics teaching more effective with a three step model

Teke, Hans LU (2021) In International Journal of Ethics Education 6(1). p.149-162
Abstract
In this study, the impacts of two different “methods” for teaching ethics as part of the religious education in the Swedish upper secondary school were compared by means of a non-randomized controlled trial in two parts, involving 542 students. The question was which “method” had the greatest capacity to generate long-term ethical awareness in the students. The intervention condition consisted of students whose teachers were instructed to teach according to the Three Step Model, a teaching method influenced by research concerning how moral autonomy and ethical awareness could be increased by means of instruction and training. The control condition consisted of students whose teachers were instructed to teach basically as usual but with... (More)
In this study, the impacts of two different “methods” for teaching ethics as part of the religious education in the Swedish upper secondary school were compared by means of a non-randomized controlled trial in two parts, involving 542 students. The question was which “method” had the greatest capacity to generate long-term ethical awareness in the students. The intervention condition consisted of students whose teachers were instructed to teach according to the Three Step Model, a teaching method influenced by research concerning how moral autonomy and ethical awareness could be increased by means of instruction and training. The control condition consisted of students whose teachers were instructed to teach basically as usual but with some added guidelines. During the trial, all students were given a pre-test before the ethics section had started and a post-test 10–12 weeks after it was finished. When quantified and summarized, the results showed an advantage of the intervention condition in measure B (development of demonstrable knowledge) but an advantage of the control condition in measure A (self-assessed ethical awareness); however, the advantage of the intervention condition was clearer and stronger. Even though the intervention students did not experience a stronger development, they appeared to have learned significantly more, not least in terms of procedural knowledge in ethical problem solving. The tentative conclusion is therefore that the Three Step Model is a more effective method for increasing ethical awareness, at least if one defines ethical awareness and measures it the way it was done in this study. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
International Journal of Ethics Education
volume
6
issue
1
pages
149 - 162
publisher
Springer
ISSN
2364-0006
DOI
10.1007/s40889-020-00110-2
language
English
LU publication?
yes
id
db8cf264-c520-40d6-83f9-cfeaaaec23b9
date added to LUP
2020-11-03 15:48:12
date last changed
2021-04-16 11:03:30
@article{db8cf264-c520-40d6-83f9-cfeaaaec23b9,
  abstract     = {{In this study, the impacts of two different “methods” for teaching ethics as part of the religious education in the Swedish upper secondary school were compared by means of a non-randomized controlled trial in two parts, involving 542 students. The question was which “method” had the greatest capacity to generate long-term ethical awareness in the students. The intervention condition consisted of students whose teachers were instructed to teach according to the Three Step Model, a teaching method influenced by research concerning how moral autonomy and ethical awareness could be increased by means of instruction and training. The control condition consisted of students whose teachers were instructed to teach basically as usual but with some added guidelines. During the trial, all students were given a pre-test before the ethics section had started and a post-test 10–12 weeks after it was finished. When quantified and summarized, the results showed an advantage of the intervention condition in measure B (development of demonstrable knowledge) but an advantage of the control condition in measure A (self-assessed ethical awareness); however, the advantage of the intervention condition was clearer and stronger. Even though the intervention students did not experience a stronger development, they appeared to have learned significantly more, not least in terms of procedural knowledge in ethical problem solving. The tentative conclusion is therefore that the Three Step Model is a more effective method for increasing ethical awareness, at least if one defines ethical awareness and measures it the way it was done in this study.}},
  author       = {{Teke, Hans}},
  issn         = {{2364-0006}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{149--162}},
  publisher    = {{Springer}},
  series       = {{International Journal of Ethics Education}},
  title        = {{Making ethics teaching more effective with a three step model}},
  url          = {{http://dx.doi.org/10.1007/s40889-020-00110-2}},
  doi          = {{10.1007/s40889-020-00110-2}},
  volume       = {{6}},
  year         = {{2021}},
}