Abstract

In many engineering schools around the world, ethics is a compulsory subject. However, teaching ethics in engineering is not a simple duty, as engineering students usually attribute less value to learning ethics than to other subjects. Hereby, we report on our initial efforts towards developing a CSCL script for fostering meaningful ethical discussions among engineering students in the classroom. The script comprises successive phases in which the students conduct ethical judgments individually, in a small group and in a teachermediated class group discussion. The process seeks that students cast their judgments without inhibitions, so it maintains students' anonymity in all phases. A trial with 35 engineering students confirmed that the tool offers a good usability, averaging a 79.9 score in the System Usability Scale (SUS). Furthermore, the trial cohort highlighted the convenience of anonymity when discussing ethical cases. Analysis of student behavior revealed that ethical judgments tend to be stable across the activity. However, judgments changed mostly in groups where more discussion was generated. In the future, we will study whether group composition that maximizes the heterogeneity of the students in the groups according to their individual ethical appraisals increases the likelihood of students varying their ethical judgments, as a result of argumentative and reflexive processes in discussions.