Moral dilemmas discussion has been regarded as one of the effective learning/teaching method of promoting students' moral judgment competence whereas the story in video format is found to be an effective tool to help students’ comprehending hypothetical situations. The effectiveness of using video-based moral dilemmas story as teaching material for promoting students’ moral judgment competence through discussions in classrooms, is not fully explored and understood. This study is an attempt to explore the use of video-based moral dilemmas story and discussion in moral education classrooms. An intervention programme was carried out in a primary school in Hong Kong; a moral dilemma story and some supplementary learning activities were developed by the researcher and education professionals. In the study, participating teachers were invited to join collaborative curriculum planning meetings to discuss the relevant teaching techniques and finalize the suggested teaching plan and materials. This study collected data through varied methods, including lesson observations, interviews with students and teachers, and document reviews. Results indicate that whether teachers can ask some prompt questions to simulate students’ thinking is a crucial factor affecting the effectiveness of dilemma discussion in promoting students’ moral judgment competence.
|Publication status||Published - Jun 2015|
CitationWong, M.-Y. (2015, June). Teachers’ questioning skills in facilitating students to solve hypothetical moral dilemmas in lessons. Paper presented at the Redesigning Pedagogy: Leaders, Values and Citizenship in 21st Century Education, held in conjunction with 11th International CitizED Conference and the Arts, Humanities and Literature Conference 2015: Redesigning pedagogy: Leaders, values and citizenship in 21st century education, Nanyang Technological University, Singapore.
- Curriculum in classroom
- Moral education/development