This teaching pedagogy strives to expand the conventional scientific
educational experience into an interdependent, people-oriented,
small group, learning environment. The course (both class and
lab) focuses on learning new chemistry, analytical methods, instrumentation,
and computer software while simultaneously developing management
and leadership skills. Four main principles make the role-playing
work: interdependence between
skilled individuals working in a community; division of responsibility
rather than the division of labor; rotation of roles within
a team; and freedom within a mission.
The following thoughts on role-playing constitute one individual's
interpretation of the information contained in a three article series
on role-playing in analytical chemistry [1-3]. Personal opinions
or desire to teach using role-playing are
also expressed for the interested reader.
What is role-playing?
Role-playing, as applied in this educational setting, is a teaching
device or technique. Here, explicit use of role-playing does not
necessarily mirror the way it is used in psychology or in group
therapies. By definition it is the adoption and subsequent acting
out of deliberately exaggerated cultural stereotypes. In education
we use role-playing for a variety of reasons, here are just a
What do you mean by interdependence?
Interdependence involves working and communicating as part
of a team rather than the competition between individuals (or
individual pairs) working in isolation. Within the teaching construct
this idea is constantly encouraged. Everyone in the team is mutually
dependent on the whole; although, each member is also an individual
at any moment. The glue that binds these ideals together is the
division of responsibility.
How do you divide responsibility?
Division of responsibility must begin within the outlined objectives
for the specific activity - be it in the lab or in the classroom
(which incidentally some chemists feel are and/or should be indistinguishable).
Thus, the challenge for the educator in organizing or "orchestrating"
an activity looms large under the division of responsibility.
Each person in the small group assumes responsibility for a key
piece of the solution; however, the whole solution cannot materialize
without all pieces becoming integrated as a unit through the guidance
of appropriate leadership. Ultimately students find that the best
leadership comes from consensus building and open discussion of
the problem and responsibilities. Motivation for finding or working
toward the solution comes from the task itself. People must buy
into solving the problem or show enlightened self-interest.
The former is more essential than the latter; however, when you
see students showing interest remarkable things happen. Creativity
and ownership coincide with scientific skill, learning and communication.
Achieving either condition arises from an invitation to all participating
parties to "come as you are" and "be yourself".
When this occurs the lab fills with fervor and excitement.
Freedom within a mission!
Question: How do the students solve the problem or go about engaging
in the activity?
Answer: Pretty much however they see fit!
Freedom within a mission defines the objectives and responsibilities
within a specific educational construct or lesson plan; however,
it does not give a detailed solution to the problem. The objectives,
responsibilities and resources available create a boundary around
the task, but do not explicitly indicate how to arrive at a solution.
Think of freedom within a mission as a jigsaw puzzle. The puzzle
pieces have different shapes and have some splashes of color.
The objectives, responsibilities, and resources define the border
pieces and how the pieces are colored. However, the group is free
to begin putting the puzzle together with any piece or pieces
they so choose. Once put together, the group can then fill the
remaining colorless spaces with whatever picture they desire.
Leadership helps keep all the pieces together and implements a
plan for achieving the solution. Hopefully the method used to
go about putting the puzzle together and then painting it reflects
concepts from the course itself. For role-playing to effectively
work you need some structure, but too much chokes the student
creativity and ownership. In analytical chemistry I equate the
puzzle pieces with the chemistry and analytical method, and the
subsequent painting to the interpretation of the results.
So then, why teach this way?
There are a multitude of reasons for using a variety of teaching
methods in one's education. A general rationale comes from the
way in which each one of us learns. We all learn via different
paths and bring unique experiences with us, yet have very similar
reasons for being where we are. Role-playing is one way to
reach out to those different learning paths under the structure
of having similar reasons for doing it this way. Those reasons
incorporate: developing an understanding of the subject matter;
obtaining a taste of "real-life" experience without
the sometimes ruthless consequences (i.e. you may get a poor grade
rather than being fired!); learning to communicate effectively
as a scientist and concerned citizen; learning what it takes to
become a problem solver; appreciating how teams can best approach
problems; experiencing time management challenges; facing accountability;
fostering interest within science; and learning a bit about yourself
along the way.
Role-playing aids the educator's development as well. It helps
to invigorate the teaching; it constantly asks you to find new
ways to get people involved and encourages you to discover new
applications of dry conceptual knowledge. It gives you an added
outlet to encourage self-discovery rather than the dispensing
of knowledge and decisions from the front of the room. "Ask
your manager. If you want me to make the decision for you
then I will have to bill you for it." Finally, it gives you
the ability to handle large numbers of students. As an educator
you can't do this alone; however, with the appropriate staff (former
students, graduate students, etc.) it becomes quite feasible.
Ultimately, science and society are about people; we (and our
predecessors) form the roots. Without people, what would science
be? For that matter what would anything be? Until we recognize
the contributions of people working together, we limit only ourselves
in whatever we do. Role-playing is a dynamic activity performed
by a community of learners and mirrors much a society. It doesnít
last long, just the length of the course, but that gives value
to the time the role-players spend together. How often do we find
ourselves saying, "I wish I could have had more time to _______
or more time to explore _______ or spent one more day with _______".
Community. That is why I want to teach this way. I want to communicate
science as an integrated adventure that people do together - learning,
living, and even liking!
Last updated on February 8, 2003 by Paul T. Jackson