Examining the Societal Impacts of Nanotechnology through Simulation: NANO SCENARIO

Autor/inn/en	Jarmon, Leslie; Keating, Elizabeth; Toprac, Paul
Titel	Examining the Societal Impacts of Nanotechnology through Simulation: NANO SCENARIO
Quelle	In: Simulation & Gaming, 39 (2008) 2, S.168-181 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-8781
DOI	10.1177/1046878107305610
Schlagwörter	Transformative Learning; Learning Experience; Computer Assisted Instruction; Educational Technology; Influence of Technology; Computer Simulation; Vignettes; Role Playing; Science and Society; Social Change; Perspective Taking; Technological Advancement; Futures (of Society); Citizen Participation; Public Policy; Public Affairs Education; Teaching Methods; Stakeholders; Technological Literacy; Learning Theories; Social Theories; Experiential Learning + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Lernerfahrung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Computergrafik; Computersimulation; Rollenspiel; Sozialer Wandel; Zukunftsperspektive; Technological development; Technologische Entwicklung; Future; Society; Zukunft; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Learning theory; Lerntheorie; Gesellschaftstheorie; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This article describes a university-sponsored experiential-based simulation, the NANO SCENARIO, to increase the public's awareness and affect attitudes on the societal implications of nanoscience and nanotechnology by bringing together diverse stakeholders' perspectives in a participatory learning environment. Nanotechnology has the potential for massive societal effects across all sectors, globally. Thus, new forms of education are needed to prepare members of society for making complex decisions about policy, governance, and values. Here, the authors examine the theoretical and conceptual framework of the simulation, which uses improvised role-play and perspective-taking to engage the public in a transformative learning experience. As part of this examination, they describe the uses and constraints of simulations with open-ended goals and without competition and prescribed rules. They believe educational role-play scenarios with active participation of the public can serve as a dynamic method for civic engagement across a range of complex, interdisciplinary topics and new technological dilemmas. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10