摘 要
本研究在理論上主張應在科學教育中加入「生物倫理教育」之價值教育，並將生物倫理教育的內容分為知識、價值與方法三個面向來探討。實證研究採取調查研究法，以立意取樣（judgemental sampling）選取台北地區師範院校中小學各科職前教師共404人為樣本，利用自編之「生物倫理教育問卷」（Bioethics Education Questionnaire）為調查工具，探討職前教師對生物科技之認知、對生物倫理議題之態度與對生物倫理教育之意見。
由研究結果顯示，「生物倫理」一詞在職前教師心中有不同的形象（images），生物科技具有高度的社會關連（social relevance），不同生物科技所造成的社會/倫理衝擊之程度與性質有異。在態度上，職前教師多對生物科技抱持部分（有條件）贊成的態度，但是否親身涉入情境將影響其態度。此外，基因操弄的對象物種不同會影響職前教師的態度。
在對生物倫理教育之意見上，職前教師均表示願意教、認為重要、應該教與可行性高，且認為其目標應注重在生物科技所引發的社會/倫理衝擊與面對此衝擊時做倫理決策的能力，並兼顧自主權與社會共識。此外，課程安排以融入式為佳，並在各個年齡階段的學生均可開始實施。又生物倫理教育與目前中學的生物科有最大的相關性，但兼具跨學科的特性，其教材範圍、資訊來源、教學法均十分多元。於研究結果中亦顯示，性別、學校與科系等因素會影響職前教師對生物倫理教育的認知與態度，生物系職前教師對生物科技的認知程度較高，對所造成之社會/倫理衝擊較能表達明確態度，並對生物倫理教育有較高的施行意願，較能經由各種管道取得相關的教學資源。
藉由本研究提出的結論與建議，除可做未來課程建構之初步基礎外，亦對有志從事生物倫理教育之教師有參考的作用。

Abstract
This study advocates for the value of including bioethics education in science education, and suggests inclusion of knowledge, value, and methodology in the content of bioethics education. This empirical study applied the judgmental sampling method to collect survey data from 404 elementary and high school pre-service teachers from the metropolitan Taipei area. The measurement used was the "Bioethics Education Questionnaire" developed for this study. This questionnaire is designed to investigate the pre-service teachers' recognitions of bio-technology, their attitudes toward bioethical issues, and their opinions toward bioethics education.
The results of this study indicated that the term "bioethics education" has different images for different pre-service teachers. Moreover, bio-technology was shown to have high social relevance, and different bio-technologies have different levels of impact on social ethics. In terms of their attitudes, most of the pre-services teachers partially (conditionally) support the bio-technology. However, whether they are personally involved in such a technology has a significant impact on their attitudes toward bio-technology. In addition, their attitudes also vary depending upon the objects and species under gene manipulation.
In terms of their opinion toward bioethics education, most of the pre-service teachers indicated that they are willing to teach such a subject. They agreed that it is an important subject which should be taught and that it is highly possible to develop such a curriculum. They also agreed that the content areas should include the ethical conflicts caused by bio-technology, the ability to make ethical decisions when faced with such conflicts, and the ability to make decisions balancing individual beliefs and societal rules. In addition, the method of teaching should be incorporative and should be included in the curriculum of different grade levels. Although bioethics education has the most relevance within the subject of high school biology, it can also be taught across different subjects, different content areas, using different information resources, and applying different teaching methods. This study also indicated that the participants' gender, the universities they enrolled in, and different areas of study, all have significant impacts on the results of this study. For example, the pre-service teachers who are majoring in biology have more knowledge of bio-technology and have clearer attitudes toward the impacts of bio-technology on social ethics. They are also more motivated in teaching bioethics, and more able to gather relevant teaching materials from various resources.
The conclusions and suggestions of this study not only can serve as the basic structure for the future bioethics education curriculum, but also can serve as an useful consultation tool for teachers who are interested in bioethics education.

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