Using case studies in engineering ethics education: the case for immersive scenarios through stakeholder engagement and real life data
Using case studies in engineering ethics education: the case for immersive scenarios through stakeholder engagement and real life data
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在工程伦理教育中使用案例研究：通过利益相关者参与和现实生活数据实现沉浸式场景的案例
DOI：
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发表时间：
2021
影响因子：
--
通讯作者：
B. Bowe
中科院分区：
文献类型：
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作者：
D. Martin;E. Conlon;B. Bowe
我们的贡献是与国家认证机构爱尔兰工程师合作进行的一项更广泛的研究的一部分，该研究检查了爱尔兰工程项目中伦理的概念化和教育。本文对工程伦理教育中案例研究的使用进行了定性研究，包括来自爱尔兰6所高等教育机构的23个工程项目。定性研究旨在确定（RQ1）如何选择案例，（RQ2）工程伦理案例教学的目标，（RQ3）所采用场景的特征，以及（RQ4）教师首选的应用。第一个发现注意到道德案例研究的不同目标和应用。课程的重点更多地放在专业背景下的决策上，而不是权力关系、公平和工程学更广泛的社会使命。第二个发现凸显了教师使用案例的方式与他们偏好的应用之间的差异。工程伦理案例通常包括个人主义的、假设的和历史的场景。然而，教师更喜欢沉浸式案例，这些案例设置在真实或现实的实践背景中，包含事实或实时数据，这可以激发学生反思更广泛的道德问题。考虑到这种期望差异，我们最后提出了指导工程伦理案例教学发展的建议。
ABSTRACT Our contribution is part of a broader study conducted in cooperation with the national accreditation body Engineers Ireland that examined the conceptualisation and education of ethics in engineering programmes in Ireland. The paper is a qualitative examination of the use of case studies in engineering ethics education and includes 23 engineering programmes from 6 higher education institutions in Ireland. The qualitative study aims to determine (RQ1) how cases are selected, (RQ2) the goals envisioned for engineering ethics case instruction, (RQ3) the characteristics of the scenarios employed and (RQ4) the preferred application by instructors. A first finding notes the diverse set of goals and application of ethics case studies. The focus is more on decision-making in professional contexts and less on power relations, equity and the broader societal mission of engineering. The second finding highlights the discrepancy between how instructors employ cases and their preferred application. Engineering ethics cases typically include individualistic, hypothetical and historical scenarios. Nevertheless, instructors favour immersive cases set in real or realistic contexts of practice, containing factual or real-time data, which can provoke students to reflect on broader ethical issues. Considering this aspirational discrepancy, we conclude with recommendations that can guide the development of engineering ethics case instruction.
将道德成为实践作为工程设计伦理教学的理论框架
影响因子：
3.7
作者：
Fore, Grant A.;Hess, Justin L.
通讯作者：
Hess, Justin L.