SummaryThis article presents a study done by Belova, N., Feierabend, T., and Eilks, I. to evaluate role playing in science-based scenarios. Belova et al. stipulates that although many applications for role playing in science education have been developed, there is limited research on the performance during the exercises. Additionally, Belova et al. points out that there is no agreed upon method for analyzing arguments within a role playing exercise. This paper presents a systematic method for analyzing performances in role plays and what level of argumentation and decision-making capabilities are evident within the exercises.
Belova et al. performed the study by having 20 groups of
students, aged 15 to 17, participate in the role playing exercise of debating
climate change as a stake holder, such as the automobile industry or Greenpeace
activists. The 20 groups were assigned to one of four class subjects, biology,
physics, chemistry, or politics which then became their primary source of
knowledge for the exercise. The exercises were recorded and evaluated by two