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.
Acknowledgements
This research was funded by the UK Natural Environment Research Council [grant number NE/H001786/1]. The contributions of all project partners are gratefully acknowledged.
Notes
1. For further information about the project, see https://www.foster.ox.ac.uk
2.http://cida.usgs.gov/mwa/floods/index.html
3. Knowledge exchange/science communication is now on the UK research funding councils’ agenda (e.g. NERC running public engagement training)