Student-Inspired Activities for the Teaching and Learning of Engineering Ethics
Student-Inspired Activities for the Teaching and Learning of Engineering Ethics
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DOI：
10.1007/s11948-011-9297-8
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发表时间：
2013-12-01
影响因子：
3.7
通讯作者：
Alpay, E.
中科院分区：
文献类型：
--
作者：
Alpay, E.
工程伦理教学可能会有问题，因为学生对其主观，模糊和哲学内容的看法。使用特定学科的案例研究有助于解决这些看法，以及基于某些道德框架的实际决策和解决问题的方法。然而，在伦理教育中需要更广泛的创造性方法，以帮助补充工程课程中的各种活动和学习经验。在这项工作中，提出了一种新颖的方法，其中一年级本科生负责提出与同龄人和学科领域相关的道德教育活动。通过对工程伦理的简短介绍，学生们为这项任务做好了准备，其中讨论了道德和职业行为的一般框架，并提供了学科和学生相关的背景。伦敦帝国理工学院（Imperial College London）的四个工程系已经采用了这种方法，并产生了许多创造性的想法，使学生更广泛地参与到道德意识、反思和理解中。本文介绍的信息是在支持设计任务的介绍性课程的前提下，以及对课程和任务工作的学生体验的评估。给出了一些建议的例子，以证明这种方法对教师的价值，并最终对学生自己的学习经验的价值。
Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in which first-year undergraduate students are responsible for proposing ethics education activities of relevance to their peers and discipline area. The students are prepared for the task through a short introduction on engineering ethics, whereby generic frameworks for moral and professional conduct are discussed, and discipline and student-relevance contexts provided. The approach has been used in four departments of engineering at Imperial College London, and has led to the generation of many creative ideas for wider student engagement in ethics awareness, reflection and understanding. The paper presents information on the premise of the introductory sessions for supporting the design task, and an evaluation of the student experience of the course and task work. Examples of proposals are given to demonstrate the value of such an approach to teachers, and ultimately to the learning experiences of the students themselves.