Case Based Reasoning and Ethics Instruction: Content and Processing Exercises for Effective Education

这项行动资助了一项科学和工程伦理教育补助金，题为“基于案例的推理和伦理指导：有效教育的内容和处理练习”，由Michael D.芒福德在俄克拉荷马州大学。案例通常被用作科学和工程领域道德教育的基础。 虽然基于案例的教学被广泛应用，但很少有工作研究有助于有效的基于案例的教学的关键属性。 该项目涉及两个关键问题：1）教学中应强调哪些案例内容; 2）哪些教学活动有助于有效地获得基于案例的知识。本项目探讨了案例材料应如何呈现以促进学习，以及学习的迁移，在道德教育中，并在大学内进行-广泛的伦理教学计划，为所有研究生参加俄克拉荷马州大学。 在第一阶段，评估案例内容呈现的变化，包括强调1）原因，2）目标，3）限制，4）偶然事件，5）社会结果。 在第二阶段，检查处理案例内容的程序或过程。 更具体地说，教学检查练习的效果，要求1）案例比较，2）案例阐述，3）案例结构，4）基于案例的预测，5）情境边界。 案例内容和案例处理练习的变化的影响进行了评估，相对于现有的伦理program.This项目的学生的表现增益，演示了如何基于案例的教学可以用来提高在科学和工程的伦理决策，同时提供说明性的教学材料，以促进广泛应用的研究结果。

This action funds an Ethics Education in Science and Engineering grant entitled "Case based reasoning and ethics instruction: content and processing exercises for effective education" under the direction of Michael D. Mumford at the University of Oklahoma. Cases are commonly used as a basis for ethics instruction in the sciences and engineering. Although case-based instruction is widely applied, little work has examined the key attributes that contribute to effective case-based instruction. This project addresses two key issues: 1) what case content should be stressed in instruction and 2) what instructional activities contribute to effective acquisition of case-based knowledge.This project examines how case material should be presented to facilitate learning, and transfer of learning, in ethics instruction and is being conducted within a university-wide ethics instructional program for all graduate students attending the University of Oklahoma. In the first phase, variations in presentation of case content are assessed with respect to instruction stressing 1) causes, 2) goals, 3) restrictions, 4) contingencies, and 5) social outcomes. In the second phase, procedures, or processes, for working with case content are examined. More specifically, instruction examines the effects of exercises calling for 1) case comparison, 2) case elaboration, 3) case structuring, 4) case-based forecasting, and 5) situational bounding. The effects of variations in case content and case processing exercises are assessed with respect to gains in the performance of students, vis-à-vis the extant ethics program.This project demonstrates how case-based instruction can be used to improve ethical decision-making in the sciences and engineering while providing illustrative instructional materials to facilitate widespread application of the findings.