Collaborative Research: Practical Ethical Instruction with Expert-Analyzed Cases

合作研究：实践道德指导与专家分析案例

• 批准号: 9617071
• 负责人: Kevin Ashley
• 金额: $ 2.39万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-08-01 至 2000-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9617071&HistoricalAwards=false
• 关键词: Collaborative; Research; Practical; Ethical; Instruction

This project undertakes a systematic study of cognitive processes that support students in learning important concepts and skills concerning practical ethical reasoning in a professional domain. The investigators will build a corpus of cases, strategies, and analyses from three general sources: (1) the case examples and exercises taken from leading textbooks in engineering ethics (2) the knowledge, reasoning skills and case examples provided by engineering ethicists and professional engineers as revealed in protocols which the investigators will acquire and analyze, and (3) the findings of the investigators' previous empirical study of different strategies for analyzing practical ethical dilemmas employed by novice and more experienced ethical reasoners. As a result of that study, the investigators found that experienced ethical reasoners are careful to identify issues and to specify conditions under which specific professional role obligations recommend particular actions, that they elaborate conditions which would affect the moral analysis of a problem, in part through posing hypothetical variations of the problem, and that they justify resolutions in terms of those conditions which they conclude apply in the problem. The investigators will develop techniques for using the corpus to challenge and instruct novices in a manual tutoring intervention and assess the pedagogical value of those techniques. They will present an experimental group of novices aspects of the experienced analyses and invite them to compare those conclusions with their own reasoning. The goal will be to assess how novices understand the use of hypothetical variations and their moral significance for the analysis of the problem. A control group will not be exposed to the experts' reasoning and conclusions, and their conclusions will be compared with the experimental analysis of the same problems. The experimental design will also allow investigators to contrast the protocols of novices analyzing problems from the corpus and compare them to the experienced or expert analyses of the same problems. Results will be reported in journals and at meetings and can form the basis for developing a computational model and designing an interactive tutoring system. The significance lies in the development of a better understanding of a pedagogical strategy widely used in practical ethical instruction. The study will shed light on how experts' analyses comparing problems to variations can assist students in learning the process of ethical reasoning.

该项目对认知过程进行系统研究，支持学生学习有关专业领域实用道德推理的重要概念和技能。调查人员将从三个一般来源构建案例、策略和分析的语料库：（1）来自工程伦理学领先教科书的案例示例和练习（2）工程伦理学家和专业人士提供的知识、推理技能和案例示例研究者将获取和分析的协议中揭示的工程师，以及（3）研究者之前对不同策略进行实证研究的结果，这些策略用于分析新手和经验丰富的道德推理者所采用的实际道德困境。这项研究的结果是，调查人员发现，经验丰富的道德推理者会仔细地识别问题，并详细说明特定职业角色义务建议采取特定行动的条件，他们详细阐述了会影响问题道德分析的条件，部分是通过提出问题的假设变化，并根据他们得出的适用于问题的条件来证明解决方案的合理性。 研究人员将开发使用语料库来挑战和指导新手进行手动辅导干预的技术，并评估这些技术的教学价值。 他们将向一组新手展示经验丰富的分析的各个方面，并邀请他们将这些结论与自己的推理进行比较。目标是评估新手如何理解假设变量的使用及其对问题分析的道德意义。 对照组不会接触专家的推理和结论，他们的结论将与相同问题的实验分析进行比较。实验设计还将使研究人员能够对比新手分析语料库问题的方案，并将其与经验丰富或专家对相同问题的分析进行比较。 结果将在期刊和会议上报告，并可以构成开发计算模型和设计交互式辅导系统的基础。 其意义在于更好地理解实际道德教学中广泛使用的教学策略。该研究将揭示专家通过比较问题与变化的分析如何帮助学生学习道德推理的过程。