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Toward an Essential Ethic for Teaching Science in the New Millennium. PUB DATE 1997-00-00 NOTE 217P.; Ed.D DOCUMENT RESUME ED 431 619 SE 062 645 AUTHOR Hays, Irene de la Bretonne TITLE Toward an Essential Ethic for Teaching Science in the New Millennium. PUB DATE 1997-00-00 NOTE 217p.; Ed.D. Dissertation, Seattle University. PUB TYPE Dissertations/Theses - Doctoral Dissertations (041) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Authors; Elementary Secondary Education; Environmental Education; Science and Society; *Science Instruction; *Scientific Attitudes; Scientific Enterprise; *Scientific Principles; *Scientists; Values; World Views ABSTRACT The purpose of this study was to identify and explore values and views that might underlie an essential ethic for teaching science in the . new millennium. With such an ethic, teachers may be better able to prepare young people to form and fully participate in communities that restore and sustain Earth. Reviewed in the literature for this study were changing philosophies and theories from early indigenous cultures to the present on the nature of nature, the value of nature, and the human relationship with nature. These philosophies and theories were found to influence values that today underlie the work scientists do and the ways young people are educated in science. In the study, two groups of participants--nature writers and scientists--revealed the essence and meaning of their relationship with nature. A two-stage, modified Delphi method was used for collecting data. Stage One comprised the first round of the Delphi and involved content analysis of writings by a select group of U.S. nature writers from the early 1800s to the present. In Stage Two, comprising three rounds of the modified Delphi, perspectives of nature writers were imbedded in questionnaires and presented for response to a select group of scientists connected with research and education at National Laboratories across the country. Finally, results from each participant group were brought together in a recursive process, one with the other, to determine findings. Strong Earth-care values, including receptivity, responsibility, interdependence, respect, cooperation, love, and care were found to be held in common by the nature writers and scientists in this study and could form the foundation for an essential ethic for teaching science. The strongest dissonance between nature writers and scientists was evident in emotional and spiritual elements in stories told of their experiences with nature. Contrary to what might have been expected from scientists based on theories of science and practices of science education represented in the literature, few scientists revealed negative, utilitarian, or dominionistic affiliations with nature. In contrast, no nature writers revealed such affiliations. Contains 210 references. (Author/WRM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** SO. TOWARD AN ESSENTIAL ETHIC FOR TEACHING SCIENCE IN THE NEW MILLENNIUM BY IRENE DE LA BRETONNE HAYS A project submitted in partial fulfillment of the requirements for the degree of U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONAL RESOURCES INFORMATION DOCTOR OF EDUCATION CENTER (ERIC) is document has been reproduced as PERMISSION TO REPRODUCE AND rece ved from the person or organization DISSEMINATE THIS MATERIAL HAS originating it. BE N GRANTED BY O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this SEATTLE UNIVERSITY document do not necessarily represent official OERI position or policy. TO THE EDUCATIO ESOURCES INFORMATION CENTER (ERIC) 1997 1 Approvals: Committee Chair Date Committee Member Date Committee Member Date Department Chair Date Dean Date © 1997 Irene de la Bretonne Hays ALL RIGHTS RESERVED 3 ABSTRACT TOWARD AN ESSENTIAL ETHIC FOR TEACHING SCIENCE IN THE NEW MILLENNIUM HAYS, Irene de la Bretonne. Ed.D. Seattle University, 1997. 205 pp. Supervisor: John Gardiner, Ph.D. The purpose of this study was to identify and explore values and views that might underlie an essential ethic for teaching science in the new millennium. With such an ethic, teachers may be better able to prepare young people to form and fully participate in communities that restore and sustain Earth. Reviewed in the literature for this study were changing philosophies and theories from early indigenous cultures to the present on the nature of nature, the value of nature, and the human relationship with nature. These philosophies and theories were found to influence values that today underlie the work scientists do and the ways young people are educated in science. In the study, two groups of participants--Nature Writers and scientists--revealed the essence and meaning of their relationship with nature. A two-stage, modified Delphi method was used for collecting data. Stage One comprised the first "round" of the Delphi and involved content analysis of writings by a select group of U.S. Nature Writers from the early 1800s to the present. In Stage Two, comprising three rounds of the modified Delphi, perspectives of Nature Writers were imbedded in questionnaires and presented for response to a select group of scientists connected with research and education at National Laboratories across the country. Finally, results from each participant group were brought together in a recursive process, one with the other, to determine findings. Strong Earth-care values, including receptivity, responsibility, interdependence, respect, cooperation, love, and care, were found to be held in common by the Nature Writers and scientists in this study and could form the foundation for an essential ethic for teaching science. The strongest dissonance between Nature Writers and scientists was evident in emotional and spiritual domains--despite that many scientists revealed emotional and spiritual elements in stories told of their experiences with nature. Contrary to what might have been expected from scientists based on theories of science and practices of science education represented in the literature, few scientists revealed negative, utilitarian, or dominionistic affiliations with nature. In contrast, no Nature Writers revealed such affiliations. 5 TABLE OF CONTENTS Page List of Tables vii List of Figures viii Acknowledgments ix Chapter 1. Introduction 1 Statement of the Problem 1 Research Tradition and Design 4 Participant-Observers in tIlis Study 5 Data Collection 5 Research Questions 6 Assumptions and Limitations 6 Definitions 7 Organization 8 2. Review of the Literature 9 Introduction 9 The Nature of Nature 10 Pre-Socratic View of Nature 12 A Second Look at the Nature of Nature 20 The Value of Nature 28 Theories of the Value of Nature 28 0 Page Feminine Values in Nature 37 Spiritual Value of Nature 41 Advocates for the Value of Nature 44 Values in Science and Science Education 50 Values in Science Education 51 The Two Cultures and an Ethic of Care 63 Summary 71 3. Research Design and Methodology--Stage One: Nature Writers 72 Introduction 72 Research Design 73 Phenomenology 73 Methodology 75 Procedures for Stage One: Nature Writers 75 Round 1: Nature Writers 76 Participant Selection 76 Procedures for Collecting Data and Analyzing Content 77 Results: Statements of Values 79 Summary 109 4. Methodology--Stage Two: Scientists 111 Introduction 111 Delphi Method 111 iv Page Definition and Description 111 Review of Selected Previous Studies 114 Features of the Delphi Method 117 Rationale for Using Delphi in this Study 119 Limitations of Delphi Method 121 Procedures for Stage Two of this Study: Scientists 122 Selection of Nominators and Participants 123 First Questiomaire 125 Second Questionnaire 127 Third Questionnaire 128 Data Analysis 129 Summary 129 5. Presentation and Analysis of Data--Stage Two: Scientists 130 Introduction 130 Results of Stage Two: Scientists 130 First Questionnaire 131 Second Questionnaire 132 Third Questionnaire 133 Analysis of Scientists' Responses 134 Interesting Isomorphic Chains 134 Resonance Between Scientists and Nature Writers 142 v 8 Page Greatest Dissonance Between Scientists and Nature Writers 142 Possible Misinterpretation of Values Statement 143 Presentation and Analysis of Scientists' Stories 145 Summary of Story Elements 148 Importance to Scientists of Experience with Nature 157 Scientists' "Non"-Stories 158 Gender and Racial/Ethnic Group Comparisons 160 Summary 161 6. Discussion 162 Findings 163 Conclusions 167 Implications for Practice 171 Recommendations for Further Research 174 Toward an Essential Ethic 175 Final Thoughts 176 Appendices A. Questionnaire 177 B. Form for Results of Round-One Questionnaire 185 C. Nature Writers: Values 187 D. Permission to Use M. C. Escher Prints 189 Bibliography 191 vi 9 LIST OF TABLES Page Table 1. First Questionnaire: Ratings and Ranking of Values 132 2. Comparison of Values Ranking from First to Third Questionnaires 133 3. Typology of Story Elements Based on Scientists' Responses 146 4. Effect on Scientists of Their Experiences with Nature 158 vii 1 0 LIST OF FIGURES Page Figure 1. Butterflies by M. C. Escher 135 2. Sky and Water II by M. C. Escher 136 3. Chain 1--Scientists' Comments on Values: Isomorphic Chains Illustrated 138 4. Chain 2--Scientists' Comments on Values: Isomorphic Chains Illustrated 138 5. Chain 3--Scientists' Comments on Values: Isomorphic Chains Illustrated 139 6. Chain 4--Scientists' Comments on
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