TY - JOUR
T1 - Using role-play for expert science communication with professional stakeholders in flood risk management
AU - Mcewen, Lindsey
AU - Stokes, Alison
AU - Crowley, Kate
AU - Roberts, Carolyn
PY - 2014/5/1
Y1 - 2014/5/1
N2 - This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners’ prior knowledge/skills. Key skills perceived as developed were analytical and strategic use of flood science, and increased confidence in science communication. Feedback has implications for role-play pedagogies in teaching geography in Higher Education, in settings of increased learner diversity and in mirroring pedagogies in future workplaces.
AB - This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners’ prior knowledge/skills. Key skills perceived as developed were analytical and strategic use of flood science, and increased confidence in science communication. Feedback has implications for role-play pedagogies in teaching geography in Higher Education, in settings of increased learner diversity and in mirroring pedagogies in future workplaces.
U2 - 10.1080/03098265.2014.911827
DO - 10.1080/03098265.2014.911827
M3 - Article
VL - 38
SP - 277
EP - 300
JO - Journal of Geography in Higher Education
JF - Journal of Geography in Higher Education
SN - 0309-8265
IS - 2
ER -