Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Chase E. Thiel, Shane Connelly, Lauren Harkrider, Lynn D. Devenport, Zhanna Bagdasarov, James F. Johnson & Michael D. Mumford
Science and Engineering Ethics 19 (1):265-286 (2013)
Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases
|Keywords||Case-based knowledge Case-based learning Emotion Ethical decision-making Sensemaking|
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