Collaborative Research: Practical Ethical Instruction with Expert Analyzed Cases

合作研究：实践道德指导与专家分析案例

• 批准号: 9714411
• 负责人: Matthew Keefer
• 金额: $ 8.34万
• 依托单位: University of Missouri-Saint Louis
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-08-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9714411&HistoricalAwards=false
• 关键词: Collaborative; Research; Practical; Ethical; Instruction

This project undertakes a systematic study of cognitive processes that support students in learning important concepts and skills concerning practical ethical reasoning in a professional domain. The investigators will build a corpus of cases, strategies, and analyses from three general sources: (1) the case examples and exercises taken from leading textbooks in engineering ethics (2) the knowledge, reasoning skills and case examples provided by engineering ethicists and professional engineers as revealed in protocols which the investigators will acquire and analyze, and (3) the findings of the investigators' previous empirical study of different strategies for analyzing practical ethical dilemmas employed by novice and more experienced ethical reasoners. As a result of that study, the investigators found that experienced ethical reasoners are careful to identify issues and to specify conditions under which specific professional role obligations recommend particular actions, that they elaborate conditions which would affect the moral analysis of a problem, in part through posing hypothetical variations of the problem, and that they justify resolutions in terms of those conditions which they conclude apply in the problem. The investigators will develop techniques for using the corpus to challenge and instruct novices in a manual tutoring intervention and assess the pedagogical value of those techniques. They will present an experimental group of novices aspects of the experienced analyses and invite them to compare those conclusions with their own reasoning. The goal will be to assess how novices understand the use of hypothetical variations and their moral significance for the analysis of the problem. A control group will not be exposed to the experts' reasoning and conclusions, and their conclusions will be compared with the experimental analysis of the same problems. The experimental design will also allow investigators to contrast the protocols of novices analyzing problems from the corpus and compare them to the experienced or expert analyses of the same problems. Results will be reported in journals and at meetings and can form the basis for developing a computational model and designing an interactive tutoring system. The significance lies in the development of a better understanding of a pedagogical strategy widely used in practical ethical instruction. The study will shed light on how experts' analyses comparing problems to variations can assist students in learning the process of ethical reasoning.

该项目对认知过程进行了系统的研究，以支持学生学习有关专业领域实用道德推理的重要概念和技能。调查人员将从三个一般来源建立案例，策略和分析的语料库：（1）工程伦理学主要教科书中的案例和练习（2）研究人员将获得和分析的协议中所揭示的工程伦理学家和专业工程师提供的知识，推理技巧和案例，以及（3）研究者先前对新手和更有经验的伦理推理者在分析实际伦理困境时所采用的不同策略的实证研究的结果。作为这项研究的结果，调查人员发现，有经验的道德推理者会仔细地识别问题，并指定特定职业角色义务建议特定行动的条件，他们会详细说明会影响问题的道德分析的条件，部分是通过提出问题的假设变化，他们根据他们认为适用于问题的那些条件来证明解决方案的合理性。 研究人员将开发使用语料库的技术，以挑战和指导新手进行手动辅导干预，并评估这些技术的教学价值。 他们将介绍一组新手的经验分析方面的实验组，并邀请他们将这些结论与自己的推理进行比较。目标是评估新手如何理解假设变量的使用及其对问题分析的道德意义。 控制组将不会接触到专家的推理和结论，他们的结论将与相同问题的实验分析进行比较。实验设计还将允许研究人员对比新手分析语料库中问题的协议，并将其与经验丰富或专家对相同问题的分析进行比较。 结果将在期刊和会议上报告，并可以形成开发计算模型和设计交互式辅导系统的基础。 其意义在于更好地理解在实际道德教育中广泛使用的教学策略。这项研究将揭示专家如何分析比较问题的变化，可以帮助学生学习道德推理的过程。