The Role of Role-Play in Student Awareness of the Social Dimension of the Engineering Profession

Autor/inn/en	Martin, Diana Adela; Conlon, Eddie; Bowe, Brian
Titel	The Role of Role-Play in Student Awareness of the Social Dimension of the Engineering Profession
Quelle	In: European Journal of Engineering Education, 44 (2019) 6, S.882-905 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Diana Adela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1624691
Schlagwörter	Role Playing; Engineering Education; Case Studies; Foreign Countries; Teaching Methods; Instructional Effectiveness; Consciousness Raising; Vignettes; Ethics; Climate; Forestry; Environmental Education; Decision Making; Intervention; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Rollenspiel; Ingenieurausbildung; Case study; Fallstudie; Case Study; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Bewusstseinsbildung; Ethik; Klima; Forstwissenschaft; Waldwirtschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Decision-making; Entscheidungsfindung
Abstract	The article aims to expand upon traditional case based instruction through role-play and to explore the effectiveness of the approach in raising students' awareness of the social dimension of the engineering profession. For this purpose, we added a contextual description to the case study "Cutting Roadside Trees" driven by a macroethical outlook. Our contribution draws on an exercise based on the contextualised case study in which 80 students at Technological University Dublin participated. The results gathered show that role-playing contributed to complex student responses to the scenario and an awareness of the social factors that are part of engineering practice and which can constrain or enable decision-making. We suggest that exposing students to the perspectives of the different stakeholders that are involved in engineering professional practice can contribute to their understanding of the social context of engineering practice. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01