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Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.
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Role Play „Scientific Conference – Panel Discussion“(Resource ID: 19)

The role play "Scientific Conference - Panel Discussion" encourages the participants to discuss inter- and transdisciplinary research. In addition to repeating and strengthening the previously developed teaching content, the participants will improve their social competences(e.g. discussion skills, communication skills etc.) Assigning participants different roles during the role play (supporter, critics, methodologists, practitioners etc.), will allow them to gain a new perspective on the topic - participants prepare for the discussion using provided literature.

Among classical methods of knowledge transfer, the complex issue of sustainability can be delivered using special interactive methods. Based on the assumption that a sustainable future requires a global population that can make themseselves heard, develop convincing arguments and reflect critically , the role play "Scientific Conference - Panel Discussion" has been developed. 

Within various disciplines, such as educational science and psychology, the role play is an acknowledged and valuable method to reflect your own social action and behavior. In the context of sustainability at the university, this method helps to repeat and critically reflect on participants have learned. Students find themselves in the role of an expert and learn to articulate and defend their own point of view as well as to communicate (professional- or experiential-) knowledge. The role play also allows students o broaden their social competences and strenghthen the knowledge they gained from previous lessons.

The method "Scientific Conference - Panel Discussion" can be adapted for different target groups and topics and has been developed for the project "Sustainicum"  to explore inter-and transdisciplinary research. Even Karl Popper expressed (1963:88) "We are not students of some subject matter, but students of problems. And problems may cut right across the borders of any subject matter or discipline."

Issues of sustainable development are characterized by their complexity and make inter- and transdisciplinary approaches necessary to approximately meet the comprehensive requirements. There are different definitions of ID and TD. The National Committee on Science, Engineering and Public Policy (2005) defines interdisciplinarity as follows:

“Interdisciplinary research (IDR) is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice.”

Moreover, Pohl and Hirsch Hadorn (2006) say that transdisciplinary research is characterised by four properties that can be combined in various ways. The properties are:

  • the exceeding and integration of disciplinary paradigms,  
  • the participatory research,  
  • the orientation on life-world problems and
  • the search for a universal unity of knowledge beyond disciplines.  

This implies changed procedures in the research process, a number of new requirements for the role of the scientists and e.g. the integration with the requirements of different methods, theories and forms of knowledge.

Although the above mentioned definition of ID and TD is only one out of many (different ideas and definitions of ID and TD are also discussed in this role play), it shows significant and new scientific requirements. This, on the other hand, results in the roles for the role play method "Scientific Conference - Panel Discussion". The "building block" is prepared fo a "Panel Discussion, Scientific Conference on inter- and transdisciplinary research" and simulates a real life situation in a scientific environment. 

DIRECTIONS:

  • Specially prepared for the inter-and transdisciplinary teaching
  • In this case the tool has been prepared for scientists (scientific role play) who attend a simulated scientific conference
  • requires specific preparation time to review literature and should take place at the end of a seminar or training (on a chosen topic).   

FURTHER INFORMATION:

  • If the focus is not on an internal scientific discussion, the role play could be part of a classic TD stakeholder workshop. Organisers should create new roles, such as regional actors who have participated in TD processes, or NGO representatives, etc.
  • Moreover, participants could still discuss in their roles as scientists. In their roles they should then get feedback from those who have taken the role as a stakeholder. This sharpens the view regarding the issues beyond the scientific context.
  • Regardless of the type and the content of the course, this concept is individually modifiable. Texts need to be replaced and roles should be redefined/adjusted. By further adaption and by adding new articles (English literature) one can achieve an English version of this role play. 
Type of teaching method
  • Discussion / debate
Preparation
Low
Related Teaching Resources
No specific previous knowledge / related resources required
Topics of sustainability
Regardless of the type and the content of the course, this concept is individually modifiable. Texts need to be replaced and roles should be redefined/adjusted. By further adaption and by adding new articles (English literature) one can achieve an English version of this role play.

If the focus should not be on an internal scientific discussion, the role play could be part of a classic TD stakeholder workshop. New roles result, such as regional actors who have participated in TD processes, or NGO representatives, etc.
Strengths of the method
- Curriculum can be deepened and strengthened
- Curriculum can be reflected critically from different perspectives
- Participants will learn in the role of experts and can clearly articulate and defend their own point of view with technical arguments
- Participants can broaden their social competences (discussion skills, communication skills, etc.)
Funded by
Funded by the Austrian Federal Ministry of Science and Research within the framework of the call "Projekt MINT-Massenfächer" (2011/12)

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Author

Mag. Dr. Renate Renner

Contact

Renner Renate
renate.renner(at)gmx.at
This teaching resource is allocated to following University:
KFUG - Karl-Franzens-University Graz
Date:

License

Creative Commons
BY-SA

Type of teaching method

  • Discussion / debate