Role-Playing Exercises for Students
Engagement in Science and Technology
Laura Forni,
Alexander College
Fabio Campi,
School of Engineering Science,
Simon Fraser University
Daria Capostagno,
Simon Fraser University
Outline
1. Class Features
2. Role Play
3. Application of role-play
4. Examples of Role-Play in science and technology classes
5. Practice
6. Discussion
Class Features
International Students:
Language issues prevent from involvement and
understanding.
Cultural Factors & Class Size:
Little direct contact with instructors.
Students should be encouraged to direct participation.
(E. Bourassa 14, F. Campi 15, B. Leask 12)
Strategies for “Active Learning”
• Problem-based learning
(Barrows, 85,00 , Choi 08)
• Experiential learning
(Itin 99, Lukmann 96, Hajshirmohammadi
15)
• Flipped Classrooms
(Abeysekera 15, Bergmann 12)
Role Play in Education
It is a form of “Improvisation” where participants are
introduced in a “situation” and asked to determine their
behavior accordingly.
In this context, it is an “active” experience for the actors as
well as the public.
It aims at the learner understanding the experience produced
in a specific situation.
Potential Value of Role Play
• Students assimilate (as opposed to accommodate) information
better when they have concrete educational experiences ,
participating in building their own knowledge (Piaget 78)
• Participants are expected to practice their skills and acquire the
appropriate attitudes to handle the situation they are required to
face (Courau 94, Jacques 01, Van Ments 99, Magos 08)
• Role Playing is a form of “experiential learning” (Russel 10),
providing imaginary contexts where issues and behaviors are
explored by participants: It creates a student-centered classroom
environment (Bell 01, Ching 14)
• Role Playing facilitate interaction among students. Students take
risks, self-express, and strengthen critical formative thinking
(Blatner 09)
Role Play in Applied Sciences
• We face a slightly different challenge: make a description of
physical/Technology phenomena less “dry” and theoretical getting
the student to enact it and re-elaborate it.
• The focus is to introducing an abstract concept in a practical way.
• Benefits are still available in terms of promoting “active” learning
• Students are required to reach out, act, speak, interact, analyze
and synthesize the principles involved
Role Play in Applied Sciences
Students are required to “mimic” a physical phenomenon (e.g.
electrons in semiconductors, electrons in an atom, elute and
solvent in paper chromatography )
Role Play in Applied Sciences, a Strategy
1. No pre-requisite preparation: scenario is briefly described few
minutes before the role-playing exercise
2. The role playing exercise may take place before/after the formal
introduction of the concept.
3. The role of the instructor during the play is usually more relevant, as
needs to “steer” the students-actors and the whole class, towards
the desired learning experience.
4. Needing 100% the instructor attention.
5. The objective of the play is to allow the students to grasp the main
concept and make it less abstract: the math / notions / formal
definitions WILL BE INTRODUCED LATER.
General Role Play Pattern in Education
General Approach
(Kodotchikova 07)
Topic Introduction,
Scenario preparation
Role Play
(possibly in Groups)
De-Briefing,
Discussion
General Role Play Pattern in Education
Scenario Preparation
Topic Introduction
Role Play
Scenario Preparation
Topic Introduction
Student Revision
Role Play
Student Revision
Example: Role Play in Technology
Cache Memory in Microprocessors
Example: Role Play in Chemistry
Screening
“The electron-electron repulsion cancels a
portion of the attraction between the nucleus
of the incoming electron”
[Olmsted, 2nd Canadian Edition, Wiley]
Example: Role Play in Chemistry
First Ionization Energy:
“Minimum amount of energy to eject one bonded
electron from a neutral atom”
Electron Affinity:
“Energy change when a free electron is added to an
atom”
Electronegativity:
“Ability of an element engaged in a covalent bond to
attract the shared electrons toward its nucleus”
[Olmsted, 2nd Canadian Edition, Wiley]
Example: Role Play in Chemistry
Retention factor (Rf) in paper
Chromatography
[Olmsted, 2nd Canadian Edition, Wiley]
References
• Abeysekera et al(2015). "Motivation and cognitive load in the flipped classroom: definition, rationale and a call for
research." Higher Education Research & Development 34(1), 1-14.
• Allen et al (2001) «Strategies for using Groups» in «The power of Problem-Based Learning», Sterling
• Barrows, HS (2000), «Problem-Based Learning applied to medical education», Springfield, IL SIU School of Medicine, 2000
• Bergmann, J. et al (2012) “Flip your classroom: Talk to every student in every class every day”. Washington, DC:
International Society for Technology in Education,
• Blatner, A. (2009) "Role Playing in Education", retrieved from http://www.blatner.com/adam/pdntbk/rlplayedu.htm
• Bonwell C. et al (1991) “Active Learning Creating Excitement in the classroom”, Goerge Washington University, ERIC Digest
Identifier: ED340272
• E. Bourassa, K. Garson: Faculty perceptions of the impacts of the Interculturalizing Curriculum professional development
program , 2014 BC Campus Symposium, Vancouver, BC.
• F.Campi: "Internationalizing Teaching Practices in the Engineering Curriculum", Learning at Cultural Interactions, March
11-13, Thompson Rivers University, Kamploops, BC, Canada
Ching Y. (2014), “Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity”,
International Review of Research in Open and Distributed Learning, Vol 15 no 3,
• Choi, H. (2007). “College students’ perceptions of learning and knowledge transfer in problem-based video instruction: A
case study.” Journal of Learning Design, 2(2), 105–115.
• Fadali et al “Teaching Engineering To K-12 Students Using Role Playing Games”, Proceedings 1999 ASEE Annual
Conference, Session 1526 (1999)
• C. Itin (1999) " Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century" The
Journal of Experiential Education, P 91-98
References (2)
• A.Hajshirmohammadi (2015) “Incorporating Experiential learning in lower division Engineering
courses”, Canadian Engineering Education Association's Annual Conference
• Kodotchigova, M. (2007) "Role Play in Teaching Culture: Six Quick Steps for Classroom
Implementation", The Internet TESL Journal, Jan 20
• Leask, B. (2012). Internationalization of the curriculum (IoC) in action: A guide. Sydney: University of
South Australia.
• Piaget, J. (1978) “Success and Understanding”, translated from the French by A.Pomerans, London:
Routledge Kegan Paul
• Russell C et al (2010), “Online role-play environments for higher education”, British Journal of
Educational Technology, Volume 41, Issue 6, pages 992–1002
• Win, M. et al. (2000) “Role-Playing Mitosis “, The American Biology Teacher Vol. 62, No. 5, pp. 378-381