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

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.

Keywords::

• science communication
• role-play
• flood risk
• knowledge exchange
• communities of practice

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)