The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making

被引：14

作者：

Johnson, James F. ^{[1
]}

Bagdasarov, Zhanna ^{[1
]}

Harkrider, Lauren N. ^{[1
]}

MacDougall, Alexandra E. ^{[1
]}

Connelly, Shane ^{[1
]}

Devenport, Lynn D. ^{[1
]}

Mumford, Michael D. ^{[1
]}

机构：

[1] Univ Oklahoma, Dept Psychol, Norman, OK 73072 USA

来源：

ETHICS & BEHAVIOR | 2013年 / 23卷 / 04期

基金：

美国国家科学基金会;

关键词：

case-based learning; sensemaking; ethical decision-making; notes; review; LECTURE; NOTETAKING; ATTENDANCE; FRAMEWORK; RECALL;

D O I：

10.1080/10508422.2013.774275

中图分类号：

B82 [伦理学（道德学）];

学科分类号：

摘要：

The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, combining processes of provided notes and passive review results in incremental, additive performance via certain ethical sensemaking strategies and EDM quality.

引用

页码：299 / 323

页数：25

共 55 条

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