Constructivist Learning Model for Ethics Education

Engineering‐ethics education in baccalaureate programs may be ineffective for many college‐age students because of misconceptions that they have developed from experiences in their personal lives. These misconceptions shape their reactions to case studies of ethical conflicts that arise in professional practice. The misconceptions prevent them from responding to value dilemmas in ways considered acceptable by the professional community. A new model for presenting topics in professional ethics is introduced. The method, which is known as the constructivist learning model (CLM), will be more effective then the traditional approach in helping students recognize these misconceptions and modify their knowledge base in a way that will let them properly deal with topics in professional ethics. A CLM for ethics education is developed and examples are provided. The model represents an alternative approach that should lead to more effective ethics education.