The Trolley Problem: A Social Constructivist Pedagogy Approach

Autor/in	Salvador, Rommel O.
Titel	The Trolley Problem: A Social Constructivist Pedagogy Approach
Quelle	In: Journal of Education for Business, 94 (2019) 5, S.333-341 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2018.1527749
Schlagwörter	Undergraduate Students; Business Administration Education; Ethics; Ethical Instruction; Constructivism (Learning); Instructional Effectiveness; Prosocial Behavior; Outcomes of Education; Moral Values + Suchen Sie Ihr Suchwort? Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Moral value; Ethischer Wert
Abstract	The trolley problem has been one of the more widely used thought experiments in business ethics education. However, the approaches used to integrate it in the classroom have not explicitly utilized individual reflection and interpersonal engagement, elements essential for cultivating moral development. Using social constructivist pedagogy, an instructional module integrating the trolley problem into the undergraduate business classroom is presented. The results of an instructional experiment assessing the effectiveness of the module indicate that while the module did not increase moral awareness among students, it had a positive influence on their prosocial intentions. Implications and limitations of the study, as well as directions for future research, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01