Using role-play for expert science communication with professional stakeholders in flood risk management

Lindsey Mcewen, Alison Stokes, Kate Crowley, Carolyn Roberts

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)277-300
JournalJournal of Geography in Higher Education
Volume38
Issue number2
DOIs
Publication statusPublished - 1 May 2014

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