Using role-play for expert science communication with professional stakeholders in flood risk management

McEwen, Lindsey; Stokes, Alison; Crowley, Kate; Roberts, Carolyn

Abstract

This paper explores role-play pedagogies in learning and communicating about cutting-edge flood science by flood risk management professionals in local government. It outlines role-play process/structure and evaluates participant perceptions of their learning experiences. Issues were impacts of prior role-play experience on attitudes brought to learning, work hierarchies that affected co-learning and wide diversity in learners' prior knowledge/skills. Key skills perceived as developed were analytical and strategic use of flood science, and increased confidence in science communication. Feedback has implications for role-play pedagogies in teaching geography in Higher Education, in settings of increased learner diversity and in mirroring pedagogies in future workplaces. © 2014 © 2014 Taylor & Francis.

Citation

McEwen, L., Stokes, A., Crowley, K., & Roberts, C. (2014). Using role-play for expert science communication with professional stakeholders in flood risk management. Journal of Geography in Higher Education, 38(2), 277-300. https://doi.org/10.1080/03098265.2014.911827

• Journal Article Type: Article
• Acceptance Date: Jan 31, 2014
• Publication Date: Jan 1, 2014
• Journal: Journal of Geography in Higher Education
• Print ISSN: 0309-8265
• Electronic ISSN: 1466-1845
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 38
• Issue: 2
• Pages: 277-300
• DOI: https://doi.org/10.1080/03098265.2014.911827
• Keywords: science communication, role-play, flood risk, knowledge exchange, communities of practice
• Public URL: https://uwe-repository.worktribe.com/output/825609
• Publisher URL: http://dx.doi.org/10.1080/03098265.2014.911827