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

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

Authors

Alison Stokes

Kate Crowley

Carolyn Roberts



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.

Journal Article Type Article
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
APA6 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
DOI https://doi.org/10.1080/03098265.2014.911827
Keywords science communication, role-play, flood risk, knowledge exchange, communities of practice
Publisher URL http://dx.doi.org/10.1080/03098265.2014.911827
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