ERIC Number: EJ968837
Record Type: Journal
Publication Date: 2012-Mar
Abstractor: As Provided
Reference Count: 30
Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?
Bodensteiner, Karin J.
Advances in Physiology Education, v36 n1 p34-41 Mar 2012
To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas students in the other section participated in a content-only discussion. Pre- and postsurveys, response paragraphs, and a final exam were collected and used to examine the learning and retention of content knowledge. Results suggested that students who participated in a bioethical discussion of emergency contraception and RU-486 learned and retained information better than students who received content-only instruction. Interestingly, students who participated in the bioethical discussion also appeared to be more confident in their answers. The results of this study may inform the teaching practices and goals of science educators who would like to incorporate a discussion of bioethical issues into their curriculum but often feel that content coverage is paramount. (Contains 1 table and 2 footnotes.)
Descriptors: Contraception, Teaching Methods, Zoology, Introductory Courses, Higher Education, Biology, Retention (Psychology), Learning, Surveys, Feedback (Response), Ethics, Instructional Effectiveness, Science Instruction, Teacher Educators, Science Education, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A