Ethical issues scientific integrity

It is important to prepare students to deal with the broad field of socio-scientific issues related to the curriculum of chemistry classes (Fensham, 2004 Zeidler, 2003). Also of importance here is to qualify chemistry teachers for the challenge, so they are able to integrate socio-scientific issues in their daily work. Since ethical or philosophical reflections are not part of the curriculum of the science teacher education, it will be difficult to incorporate socio-scientific issues into science classes. Because of the differences between humanities and sciences (see Snow, 1959), science teachers feel insecure about their abiUties to teach outside their discipline in order to foster ethical decision-making competence without the necessary qualifications (see Bauer, 1990 Hofstein, Eilks, Bybee, 2010). 

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