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Teacher Moral Reasoning and Ethical Decision - Making in Science Assessment
Subject area: Science,Engineering and Technology · Area of research: Science Education
DOI: https://doi.org/10.64388/IREV9I11-1717240
Abstract
This study explores the role of moral reasoning and ethical decision making within the context of science assessment, emphasizing how values and ethical frameworks shape both the evaluation of scientific practices and the interpretation of outcomes. Drawing on theories of moral development and applied ethics, the research investigates how students and professionals confront dilemmas involving integrity, responsibility, and societal impact in scientific work. Findings highlight that ethical decision making in science is not limited to compliance with rules but requires critical reflection on fairness, accountability, and the broader consequences of scientific actions. The assessment results suggest that fostering moral reasoning skills enhances learners’ ability to navigate complex ethical challenges, promoting responsible conduct in research and innovation. Ultimately, integrating ethical dimensions into science assessment strengthens both scientific literacy and civic responsibility, preparing individuals to make informed, principled decisions in a rapidly evolving scientific landscape.
Keywords
Moral Reasoning, Ethical Decision Making, Science Assessment, Teachers, Values
References
[1] Amanso, E. O. I., & Owan, V. J. (2025). Ethics in educational assessment: emerging issues, controversies, and best practices. Global Journal of Educational Research, 24(4), 449–469. https://doi.org/10.4314/gjedr.v24i4.4
[2] Balakrishnan, V., Binti Kamaruddin, A. Y. & Tao, T. (2025). Research on moral reasoning applicable to the education of pre-service teachers: a systematic literature review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2554324
[3] Gedik, K., Karakuş, N. & Kazazoğlu, S. (2025). Ethical Decision-Making in Education: A Comparative Study of Teachers and Artificial Intelligence in Ethical Dilemmas. Behavioral Sciences, 15(4), 469. https://doi.org/10.3390/bs15040469
[4] John W. Creswell (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches,
How to cite this paper
@article{1717240,
author = {Ma. Consejo P. Margallo, Eravhi A. Panahon, Mary Joy S. Albarina, Roel Ang, PhD},
title = {Teacher Moral Reasoning and Ethical Decision - Making in Science Assessment},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {11},
pages = {460-464},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1717240.pdf},
abstract = {This study explores the role of moral reasoning and ethical decision making within the context of science assessment, emphasizing how values and ethical frameworks shape both the evaluation of scientific practices and the interpretation of outcomes. Drawing on theories of moral development and applied ethics, the research investigates how students and professionals confront dilemmas involving integrity, responsibility, and societal impact in scientific work. Findings highlight that ethical decision making in science is not limited to compliance with rules but requires critical reflection on fairness, accountability, and the broader consequences of scientific actions. The assessment results suggest that fostering moral reasoning skills enhances learners’ ability to navigate complex ethical challenges, promoting responsible conduct in research and innovation. Ultimately, integrating ethical dimensions into science assessment strengthens both scientific literacy and civic responsibility, preparing individuals to make informed, principled decisions in a rapidly evolving scientific landscape.},
keywords = {Moral Reasoning, Ethical Decision Making, Science Assessment, Teachers, Values},
month = {May},
doi = {https://doi.org/10.64388/IREV9I11-1717240}
}