Using Role Play to Debate Animal Testing

Agell, Laia; Soria, Vanessa; Carrió, Mar

doi:10.1080/00219266.2014.943788

Cited by 33 publications

(27 citation statements)

References 19 publications

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“…Teachers primarily use simulated experiences in situation learning to promote students' knowledge of and attitude towards SSI [15,16]. Fox and Loope (2018) developed educational tools based on role playing to teach students about issues related to invasive species with complex factors, including biology, geography, sociology, and politics [17].…”

Section: Learning About Socio-scientific Issuesmentioning

confidence: 99%

“…For solving methods to be effective and consistent, it is vital that the participants reach a consensus on them [1,22]. Therefore, in some situated learning cases, educators assigned students to different groups in which each student played a role in addressing a specific issue to teach them how to reach a consensus [16,23]. However, the different roles assigned can lead to differences in the students' learning outcomes.…”

Section: Role Playing In Learning and Its Possible Disadvantagesmentioning

confidence: 99%

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Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

et al. 2020

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In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.

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Section: Learning About Socio-scientific Issuesmentioning

confidence: 99%

Section: Role Playing In Learning and Its Possible Disadvantagesmentioning

confidence: 99%

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

et al. 2020

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“…According to Reitschert and Hößle (2007), this kind of assessment can be helpful for teachers to support a transparent and constructive discussion about SSI. Others in the field of science education have used audio and video recordings during group work (e.g., Böttcher & Meisert, 2013) and roleplay (e.g., Agell, Soria, & Carrió, 2015) to explore socioscientific decision-making. Besides these qualitative approaches, decision-making has also been examined using quantitative methods.…”

Section: The Assessment Of Socioscientific Decision-makingmentioning

confidence: 99%

Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition

Garrecht

Eckhardt

Höffler

et al. 2020

Discip Interdscip Sci Educ Res

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To make informed decisions has been acknowledged as an essential ability to negotiate socioscientific issues. However, many young people show an inadequate understanding of how to make well-informed decisions, particularly in contexts that are connected to environmental problems. This paper aims to explore the effectiveness of an environmental science competition (BundesUmweltWettbewerb, BUW) to foster students' socioscientific decision-making. Two different instruments, a paper-pencil test (N = 196 students) and retrospective interviews (N = 10 students), have been used in two successive studies. In addition, both of the applied instruments are investigated theoretically using the "assessment triangle" of the National Research Council (National Research Council, Knowing What Students Know, 2001) as a framework. The results of our studies indicate that participating in the environmental science competition predominantly fosters students' socioscientific decision-making in its preselectional phase. We further argue that promoting the selectional phase of decision-making requires explicit and instructional guidance. With respect to the assessment of socioscientific decision-making, a focus on either structural (decision-making strategies) or contextual (decision content) conditions is argued. Outcomes are discussed in terms of theoretical and practical implications.

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“…EFL students described how they learned vocabulary through debate which has implications for SLA and language teaching. Agell and Carrió ( 2015) believe that the use of animals in biomedical research is a socio-scientific issue in which decision-making is complicated. This study described an experience involving a role play activity performed during school visits to the Barcelona Biomedical Research Park (PRBB) to debate animal testing.…”

Section: ‫التربية‬ ‫فى‬ ‫العلمى‬ ‫البحث‬ ‫مجلة‬ ‫ا‬ ‫العدد‬ ‫لتاسع‬ ‫mentioning

confidence: 99%

The Impact of Debate Strategy on Developing English Vocabulary and Decision Making of French Department Students at Al-Arish Faculty of Education

Ahmed¹,

Ahmed²

2018

مجلة البحث العلمى فى التربیة

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The aim of this study was to investigate the impact of debate strategy on developing English vocabulary and decision making of French department students at Al-Arish faculty of education . The design of the study was a one group preposttest quasi experimental design. Thirty of thirdyear French university students were selected to be the experimental group of the study. This experimental group was tested using prepost vocabulary test and decision making scale before and after being exposed to debate activities treatment .The experiment lasted for two months during the first term of 2017-2018 academic year . Pairedsamples of ttest revealed significant differences between the pre test and post test of vocabulary test and the scale of decision making . It was concluded that using debate strategy to university students was effective on developing their vocabulary and decision making . Keywords : debate -vocabularydecision making-students of French department ‫العربيت‬ ‫باللغت‬ ‫البحث‬ ‫ملخص‬ ‫البحث‬ ‫عنوان‬ : ‫القرار‬ ‫إتخار‬ ‫و‬ ‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ ‫تنميت‬ ‫في‬ ‫المناظرة‬ ‫استراتيجيت‬ ‫فاعليت‬ ‫بالعريش‬ ‫التربيت‬ ‫بكليت‬ ‫الفرنسيت‬ ‫اللغت‬ ‫قسم‬ ‫طالب‬ ‫لذي‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫فاعليح‬ ‫علي‬ ‫الرعشف‬ ‫الذساسح‬ ‫هزٍ‬ ‫هذفد‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ . ‫هجوىعح‬ ‫علي‬ ‫الذساسح‬ ‫اشرولد‬ ‫طالب‬ ‫لذي‬ ‫ذٌويرها‬ ‫الوشاد‬ ‫االًجليزيح‬ ‫اللغح‬ ‫توفشداخ‬ ‫قائوح‬ ‫هي‬ ‫أدواذها‬ ‫ذكىًد‬ ‫و‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫االًجليزيح‬ ‫اللغح‬ ‫هفشداخ‬ ‫واخرثاس‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الثالثح‬ ‫الفشقح‬ ‫الفشًسيح،‬ ‫اللغح‬ ‫قسن‬ ‫هقياس‬ ‫إلي‬ ‫تاإلضافح‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫علي‬ ‫القائوح‬ ‫واألًشطح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫لطالب‬ ‫القشاس‬ ‫إذخار‬ . ‫العام‬ ‫هي‬ ‫األول‬ ‫الرشم‬ ‫في‬ ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ‫طالب‬ ‫الي‬ ‫األدواخ‬ ‫ذلك‬ ‫ذقذين‬ ‫ذن‬ ‫الجاهعي‬ 2017 -2018 . ‫علي‬ ‫اشرولد‬ ‫ذجشيثيح‬ ‫واحذج‬ ‫هجوىعح‬ ‫هي‬ ‫الرجشيثي‬ ‫الرصوين‬ ‫ذكىى‬ ‫عذد‬ 30 ‫الثالثح‬ ‫الفشقح‬ ، ‫الفشًسيح‬ ‫اللغح‬ ‫شعثح‬ ، ‫الورخصصيي‬ ‫لغيش‬ ‫اإلًجليزيح‬ ‫اللغح‬ ‫هادج‬ ‫في‬ ‫طالة‬ . ‫اللغح‬ ‫هفشداخ‬ ‫ذٌويح‬ ‫في‬ ‫الوٌاظشج‬ ‫اسرشاذيجيح‬ ‫إسرخذام‬ ‫فاعليح‬ ‫الذساسح‬ ‫ًرائج‬ ‫أوضحد‬ ‫ضىء‬ ‫في‬ ‫و‬ ‫تالعشيش‬ ‫الرشتيح‬ ‫تكليح‬ ‫الفشًسيح‬ ‫اللغح‬ ‫قسن‬ ‫طالب‬ ‫لذي‬ ‫القشاس‬ ‫إذخار‬ ‫و‬ ‫االًجليزيح‬ ‫الذساسح‬ ‫وذىصياخ‬ ‫هقرشحاخ‬ ‫ذقذين‬ ‫ذن‬ ‫الذساسح‬ ‫ًرائج‬ . ‫المفتاحيت‬ ‫الكلماث‬ : ‫المناظرة‬ ‫استراتيجيت‬ -‫االنجليزيت‬ ‫اللغت‬ ‫مفرداث‬ -‫القرار‬ ‫إتخار‬ -‫طالب‬ ‫الفرنسيت‬ ‫االلغت‬ ‫قسم‬

show abstract

Using Role Play to Debate Animal Testing

Cited by 33 publications

References 19 publications

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition

The Impact of Debate Strategy on Developing English Vocabulary and Decision Making of French Department Students at Al-Arish Faculty of Education

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