David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 3 (4):447-462 (1997)
This paper discusses collaborative learning and its use in an elective course on ethics in engineering. Collaborative learning is a form of active learning in which students learn with and from one another in small groups. The benefits of collaborative learning include improved student performance and enthusiasm for learning, development of communication skills, and greater student appreciation of the importance of judgment and collaboration in solving real-world problems such as those encountered in engineering ethics. Collaborative learning strategies employed in the course include informal small group discussions/problem solving, role-playing exercises, and cooperative student group projects, including peer grading. Student response to these techniques has been highly favorable. Realizing the benefits of collaborative learning is a challenge to both teachers, who must give up some control in the classroom, and students, who must be willing to take greater responsibility for their learning.
|Keywords||engineering ethics collaborative learning cooperative learning role-playing case studies group projects peer grading|
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Citations of this work BETA
Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui (2010). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics 16 (3):573-589.
Wolfgang J. Liebert (2013). Preparing to Understand and Use Science in the Real World: Interdisciplinary Study Concentrations at the Technical University of Darmstadt. Science and Engineering Ethics 19 (4):1533-1550.
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