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Scenario-Based Learning

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Signature Pedagogies in Police Education

Part of the book series: SpringerBriefs in Criminology ((BRIEFSPOLICI))

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Abstract

The use of scenarios in police education has a long history, within both formal curriculum outlines to the informal use of war stories as a means of making theory relevant to practice. Unfortunately, the learning and teaching techniques associated with the delivery of these scenarios have usually been ineffective, inconsistent and opaque, whilst the scope of these scenarios has often been narrowly focused on legal-investigative concepts that neglect how police should act with integrity. A lesson structure and facilitation techniques are evaluated against Shulman’s framework to identify signatures of policing practice and maximise the potential of scenario-based learning.

Tell me and I forget, teach me and I may remember, involve me and I learn.

Xunzi (Lai & Xin, 2009)

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Notes

  1. 1.

    A complete scenario is a full description of a policing situation, with analysis of the entire case providing lessons of the best practice or flawed actions. This is sometimes referred to as a case study method. A partial scenario takes students to a certain point, where they determine future actions.

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Authors and Affiliations

  1. Centre for Law and Justice Studies, Charles Sturt University, Bathurst, NSW, Australia

    Brett Shipton

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  1. Brett Shipton
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Shipton, B. (2023). Scenario-Based Learning. In: Signature Pedagogies in Police Education. SpringerBriefs in Criminology(). Springer, Cham. https://doi.org/10.1007/978-3-031-42387-1_4

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  • DOI: https://doi.org/10.1007/978-3-031-42387-1_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-42389-5

  • Online ISBN: 978-3-031-42387-1

  • eBook Packages: Law and CriminologyLaw and Criminology (R0)

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