Amber Rosa
Amelia Bryan
Stephanie Abel
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| Teachers: Amber Rosa Amelia Bryan Stephanie Abel |
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| High school participants addressed political and ethical issues in genetic engineering. Medical applications of genetic engeneering simultaneously impact both positive affect and negative affect, depending upon the abstractness or immediacy of | |||||||||||||||||||||||||||||||
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| the desision maker's perspective. Citizens in the United States will not escape the decision making process as our society publicly debated definitions, uses, controversy, and alternatives in a free press. Participants considered personal phenotype, developments in stem cell lines, genetic disorders and gene therapy. They created a news | |||||||||||||||||||||||||||||||
| publication centering on more informed approaches to controversial issues surrounding the topic. Guided heavily by Mississippi's framework in science and national standards, the teenagers honed their ability to recognize points of tension with genetics and developed problem statements. | |||||||||||||||||||||||||||||||
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| Participants explored the affect of genetic engineering on life before and after birth. | |||||||||||||||||||||||||||||||
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| Active discussion ensued about heritable characteristics and genetic intervention. | |||||||||||||||||||||||||||||||
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| Students considered the environments impact on heritable characteristics as a physical and moral subject worthy of extensive study. | |||||||||||||||||||||||||||||||
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| Sessions examined the content of morality and associated current views with conventional and post conventional stages of Kohlberg model of moral development. | |||||||||||||||||||||||||||||||
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| As young decision makers, they followed the implications of various stances toward a developing discipline in medicine. | |||||||||||||||||||||||||||||||
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