Keywords
STEM ethics, experiential learning, classroom simulation
Abstract
Students had just participated in an experiential learning exercise where they played dodgeball using marshmallows. But the unique context of the game introduced ethical dilemmas that integrated ethics education into a technical education classroom setting.
Research shows that “Engineering curriculum and activities at the K-12 level should be designed to expose students to [ethical considerations inherent in the practice of engineering], and as a result students should be aware of the importance of these issues in the field of engineering” (Moore, Glancy, Tank, Kersten, Smith, & Stohlmann, 2014). But how do STEM teachers teach students to think about ethical issues and their role in their future careers? In this article we describe how this whole-class simulation provided a forum for students to experience simulated ethical challenges while exploring principles foundational to STEM careers.
Original Publication Citation
“Dodging Marshmallows: Simulations to Teach Ethics.” Technology and Engineering Teacher 75.7 (2016): 14-18. (with Justin Weidman)
BYU ScholarsArchive Citation
Weidman, Justin and Coombs, Dawan, "Dodging Marshmallows: Simulations to Teach Ethics" (2016). Faculty Publications. 9614.
https://scholarsarchive.byu.edu/facpub/9614
Document Type
Peer-Reviewed Article
Publication Date
2016
Publisher
Technology and Engineering Teacher
Language
English
College
Humanities
Department
English
Copyright Status
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