Research Ethics: From the Codes of Conduct to the Formation of the Ethical Sense
Keywords:
Ethics, research, education, knowlegde, trainingCopyright (c) 2023 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
Aware of the multiplicity of factors that contemporary educational research is exposed and the existence of specific ethical problems emerging in new ways of knowledge production, this article aims, from the review of the principal ethical codes there are exist, start propose action of protection against unethical behavior.Training in the construction of meaning-making ethical decisions (sensemaking) in research appears as an interesting alternative because it would pre-empt any possible errors and ethical lapses, making possible developing ethical research practices. These ethical considerations are presented as an obligation both to our investigative work, as to our participants, to our profession and the education as a whole.
Downloads
References
American Educational Research Association – AERA. (2010a). Ethical Standards. Consultado el 10 de Noviembre de https://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf.
American Educational Research Association – AERA. (2010b). Draft AERA Code of Ethics - July 2010. Consultado el 14 de Noviembre en http://www.aera.net/uploadedFiles/About_AERA/Research_Ethics/Code_of_Ethics/DraftEthicsCode.pdf
American Psychological Association – APA. (2010). Publication Manual of the American Psychological Association (6ª Edición).Washington: American Psycological Association, 2010.
Benatar, S R. (2002). Reflections and recommendations on research ethics in developing countries. Social science & medicine, 54(7), 1131-1141.
British Educational Research Association – BERA. (2010). Revised Ethical Guidelines for Educational Research - 2004. Consultado el 07 de Septiembre de 2010 en http://www.bera.ac.uk/files/guidelines/ethica1.pdf.
Brock, M.E., Vert, A., Kligyte, V., Waples, E.P., Sevier, S.T., y Mumford, M.D. (2008). Mental models: An alternative evaluation of a sensemaking approach to ethics instruction. Science and engineering ethics, 14(3), 449-472.
Buendía, L. y Berrocal, E. (2001). La ética de la investigación. Agora digital, 1. Consultado en http://www.uhu.es/agora/version01/digital/numeros/01/01-articulos/miscelanea/buendia.PDF.
Camí, J. (2008). La autorregulación de los científicos mediante buenas prácticas. SEBBM, 156, 24-29.
Dahlberg, J.E. y Mahler, C.C. (2006). The Poehlman case: Running away from the truth. Science and engineering ethics, 12(1),157-173.
Delgado, E., Torres, D. y Roldán, A. (2007). El fraude en la ciencia: Reflexiones a partir del caso Hwang. El profesional de la información, 16(2), 143-150. doi:10.3145/epi.2007.mar.07.
Drane, J.F. (2004). La Ética como Carácter y La Investigación Médica. Acta Bioethica, 10(1), 17-25.
Emanuel, E.J., Wendler, D., Killen, J. y Grady, C. (2004). What Makes Clinical Research in Developing Countries Ethical?. The Benchmarks of Ethical Research. The Journal of Infectious Diseases, 189(5), 930-937.
Emanuel, E.J. y Weijer, C. (2005). Protecting Communities in research: From a new principle to rational protections. En J. Childress, E. Meslin, y H. Shapiro, (Eds.). Belmont Revisited: Ethical Principles for Research with Human Subjects (pp.165-183). Washington: Georgetown University Press.
Ford, N., Mills, E.J., Zachariah, R. y Upshur, R. (2009). Ethics of conducting research in conflict settings. Conflict and health, 3(7). Consultado en http://www.biomedcentral.com/content/pdf/1752-1505-3-7.pdf.
Garrafa, V. y Prado M.M. (2001). Mudanças na Declaração de Helsinski: Fundamentalismo econômico, imperialismo ético e controle social. Cadernos de Saúde Pública, 17(6), 1489-1496.
Gibbs, P., Costley, C., Armsby, P. y Trakakis, A. (2007). Developing the ethics of worker-researchers through phronesis. Teaching in Higher Education, 12(3), 365-375.
Haggerty, K.D. (2004). Ethics Creep: Governing Social Science. Research in the Name of Ethics. Qualitative Sociology, 27(4), 391-414.
Grodin, M. (1994). Historical origins of the Nuremberg Code. En J. Michalczyk (Ed.), Medicine, Ethics and the Third Reich: Historical and Contemporary Issues. (pp. 169-194). Kansas: Sheed and Ward.
Hallak, J., and Poisson, M. (2005). Ethics and corruption in education: an overview. Journal of Education for International Development, 1(1). Consultado en http://www.equip123.net/JEID/articles/1/1-3.pdf.
Hopkins, P.E. (2007). Positionalities and knowledge: Negotiating ethics in practice. ACME: An International E-Journal for Critical Geographies, 6(3), 386-394. Consultado en http://www.acme-journal.org/vol6/PEH.pdf.
HHS - U.S. Department of Health & Human Services. (2010). The Belmont Report. Washington: HHS-US. Consultado el 05 de Abril de 2010 en http://www.hhs.gov/ohrp/policy/belmont.html.
Howe, K. y Moses, M. (1999). Ethics in educational research. Review of Research in Education, 24, 21-60.
Israel, M. y Hay, I. (2006). Research Ethics for Social Scientists: Between Ethical Conduct and Regulatory Compliance (1ª Ed.). Londres: Sage.
Jiménez, S.A. (2008). La ética profesional en la investigación educativa, un asunto de oportunidades y de competencias académicas. Revista Iberoamericana de Educación, 46(4), 1-10. Consultado en www.rieoei.org/deloslectores/2307AliriaJGv2.pdf.
Kennedy, D. (2006). Retraction of Hwang et al. Science, 308(5729), pp. 335.
Kligyte, V., Marcy, R.T., Waples, E.P., Sevier, S.T., Godfrey, E.S., Mumford, M.D. y Hougen, D.F. (2007). Application of a sensemaking approach to ethics training in the physical sciences and engineering. Science and engineering ethics, 14(2), 251-278.
Mertens, D.M. y Ginsberg, P.E. (2008). Deep in ethical waters. Transformative Perspectives for Qualitative Social Work Research. Qualitative social work, 7(4), 484-503.
Morin, E. (2006). El método. El conocimiento del conocimiento (5ª Ed.). Madrid: Cátedra.
Mumford, M.D., Connelly, S., Brown, R.P., Murphy, S.T., Hill, J.H., et al. (2008). A Sensemaking Approach to Ethics Training for Scientists: Preliminary Evidence of Training Effectiveness. Ethics and behavior, 18(4), 315-339.
Muñoz, E. (2008). Dinámica y dimensiones de la ética en la investigación científica y técnica. ARBOR, 184(730), 197-206.
Murillo, F.J., Krichesky, G., Castro, A. y Hernández, R. (2010). Liderazgo escolar para la Inclusión y la Justicia Social. Revista Latinoamericana de Educación Inclusiva, 4(1), pp. 169-186.
McNeill, P.M. (1993). The ethics and politics of human experimentation (1ª Edición). Cambridge: Cambridge University Press.
Resnik, D. (2010). Research Ethics Timeline. Washington: NIEHS.Consultado el 27 de mayo de 2010 en http://www.niehs.nih.gov/research/resources/bioethics/timeline.cfm.
OHSR - Office of Human Subjects Research. (2010). Nuremberg Code. Washington: OHSR. Consultado el 04 de Abril de 2010 en http://ohsr.od.nih.gov/guidelines/nuremberg.html.
ONU – Organización de Naciones Unidas (2010). Declaración Universal de Derechos Humanos. Recuperado el 18 de Octubre de 2010 en http://www.un.org/es/documents/udhr/index.shtml#atop.
Pittaway, E., Bartolomei, L. y Hugman, R. (2010). Stop stealing our stories: The ethics of research with vulnerable groups. Journal of human rights practice, 2(2), 229-251.
Plemmons, D.K., Brody, S.A. y Kalichman, M.W. (2006). Student Perceptions of the Effectiveness of Education in the Responsible Conduct of Research. Science and Engineering Ethics, 12, 571-582.
Pring, R. (2001). The Virtues and Vices of an Educational Researcher. Journal of Philosophy of Education, 35(3), 407-421.
Sandín, M.P. (2003). Investigación cualitativa en educación: Fundamentos y tradiciones (1ª Ed.).Madrid: McGraw-Hill/ Interamericana de España.
Sañudo, L. (2006). La investigación educativa y su componente ético. Hallazgos, 5, 59-71. Consultado en http://www.usta.edu.co/otras_pag/revistas/hallazgos/documentos/hallazgos_5/produccion_conocimiento/3.pdf.
Sen, A. (2010). La idea de la Justicia (1ª Ed.). Madrid: Taurus.
Sikes, P. (2006). On dodgy ground?. Problematics and ethics in educational research. Journal of Research & Method in Education, 29(1), 105-117.
Schüklenk, U. (2000). Protecting the vulnerable: Testing times for clinical research ethics. Social Science & Medicine, 51, 969-977.
Small, R. (2001). Codes are not enough: What philosophy can contribute to the ethics of educational research. Journal of philosophy of education, 35(3), 387-406.
Stenhouse, L. (1998). La investigación como base de la enseñanza (4ª Ed.). Madrid: Ediciones Morata.
Stutchbury, K. y Fox, A. (2009). Ethics in educational research: introducing a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39(4), pp. 489-504.
Tealdi, J.C. (2006). Historia y significado de las normas éticas internacionales sobre investigaciones biomédicas. En G. Keyeux, V. Penchaszadeh, y A. Saada, (Coords.). Ética de la Investigación en seres humanos y políticas de salud pública (pp. 33-62). Bogotá: UNESCO-Universidad Nacional de Colombia.
Tójar, J.C. y Serrano, J. (2000). Ética e investigación educativa. RELIEVE, 6(2). Consultado en http://www.uv.es/RELIEVE/v6n2/RELIEVEv6n2_2.htm.
Winston, M.D. (2007). Ethical leadership and ethical decision making: A meta-analysis of research related to ethics education. Library and Information Science Research, 29(2), 230-251.
Winston, M.D. y Bahnaman, S. (2008). Preparation for ethical decision-making: An analysis of research in professional education. Library and Information Science Research, 30(3), 222-230.
W.M.A. - World Medical Association (2009). Declaración de Helsinki. Consultado el 25 de Marzo de 2010 en http://www.wma.net/es/60about/70history/01declarationHelsinki/index.html.
Zimbardo, P.G. (2007). The Lucifer Effect. How good people turn evil (1ª Ed.). Nueva York: Random House