Formation of Bioethical Knowledge in Adolescents during Their Biology Education

The article highlights the methodology for forming bioethical knowledge in adolescents during their biology education, which involves the actualization of bioethical aspects in the content of the educational material and the use of verbal, visual, interactive, problem-based, and project-based teaching methods. To actualize the bioethical aspects of the educational material, the content of the school subject of “Biology†was supplemented with bioethical information that provides an opportunity to establish analogies between the general laws of living nature and moral categories, and cards with ethical dilemmas were developed, the use of which contributes to the formation of the ability to make moral choices. While implementing the methodology for forming bioethical knowledge in adolescents, verbal teaching methods were used to explain new educational material and establish analogies between the general laws of living nature and the categories of morality. Verbal teaching methods were combined with visual methods and problem-based learning. Interactive teaching methods were used to solve moral dilemmas and stimulate cognitive engagement at various stages of the lesson. In implementing the methodology for forming bioethical knowledge, high schoolers carried out information search projects that involved integrating biology and ethics knowledge. The use of various teaching methods to implement the methodology for the formation of bioethical knowledge contributed to the development of high schoolers’ cognitive motives, the formation of conscious bioethical knowledge, emotional perception of living nature, and value attitudes towards them.