Implementation of a cooperative methodology to develop organic chemical engineering skills

The objective of this work is to investigate how most of the competences required by engineering students may be developed through an active methodology based on cooperative learning/evaluation. Cooperative learning was employed by the University of Huelva's third-year engineering students. The teaching methodology pretends to create some of the most relevant engineering skills required nowadays such as the ability to cooperate finding appropriate information; the ability to solve problems through critical and creative thinking; and the ability to make decisions and to communicate effectively. The statistical study carried out supports the hypothesis that comprehensive and well-defined protocols in the development of the subject, the rubric and cooperative evaluation allow students to acquire a successful learning.     

Experience of cooperative learning in engineering

The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.     

An evaluation of a project-based learning initiative in engineering education

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.     

“合作学习”法在化学教学中的探究

针对目前合作学习中存在的重形式轻方法、重学生轻教师、重教学轻研究等问题提出解决方法.反思学习方式转变过程中存在的问题.     

A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme

Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature.     

Effects of cooperative learning plus inquiry method on student learning and attitudes: a comparative study for engineering economic classrooms

In the Iranian higher education system, including engineering education, effective implementation of cooperative learning is difficult because classrooms are usually crowded and the students never had a formal group working background in their previous education. In order to achieve the benefits of cooperative learning in this condition, this paper proposes a combination of cooperative learning and inquiry method. The method is implemented by grouping students in a way that the learning procedure is done in non-official class sessions by each group, while the inquiry method is done in the regular programmed class sessions. The study is performed in Islamic Azad University and the methods are implemented in two engineering economic classes with different numbers of students in each working group. The results are compared with a control class in which traditional teaching style is implemented. The results of analysis show simultaneous improvement of learning and behavioural attitudes of the students with cooperative learning plus inquiry method in the classroom with a fewer number of students in each working group.     

The emergence of a learning progression in middle school chemistry

Previously, a small scale, interview‐based, 3‐year longitudinal study (ages 11–14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large‐scale, cross‐sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from 4,450 students, aged 11–14, across 30 secondary schools in England using a computer‐based assessment instrument. The construction of the items was informed by the research literature on students' understanding in chemistry. One hundred seventy‐six fixed response items, in three formats, involving the use of video and animation were developed. Scored dichotomously, overall, the data show a good fit to the Rasch model. Item difficulties have a high degree of invariance across ability, schools, gender, and year group. Conceptually, when items are placed in order of difficulty, a coherent progression of ideas emerges which matches the expectations from the longitudinal study. The learning progression is presented. Independent, nationally standardized data allow tentative projection of student performance to the wider population in England. Implications for research and curriculum design are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 849–877, 2011     

浅议物理化学的学习策略

总结了在物理化学学习过程中的经验和体会,从五个方面就如何提高物理化学课程的学习效率,探讨了物理化学的学习方法.     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

Designing a flashcard with knowledge pills for learning to solve chemistry exercises

Nowadays, universities tend to promote more learner-centred learning, creating a more interactive and motivational environment for students and teachers. This paper describes an expanded framework to help chemical educators to construct a quiz for solution of chemical exercises in their courses. The novelty of this contribution is that the proposed tool combines a flashcards-based method with knowledge pills. The framework has three levels: definition of problem for a teacher; the quiz; use of the quiz for the student. The tool could provide predefined or automatically generated exercises of chemicals. Students could practise where and whenever they like via the Internet. Theirs answers would be registered automatically by the tool and if the students have doubts about any of the questions, they can see a knowledge pill with a teacher explanation about the solution of the exercise. Moreover, they would be able to check their scores from the tests. Once the flashcards were designed and produced, the opinions of other lecturers and students about them were considered. Both groups considered that the tool could be useful to improve the students’ learning process. For future work, this design will be used with the students and its effectiveness will be analysed.     

Evaluating the evidence base for evidence-based instructional practices in chemistry through meta-analysis

Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence-based instructional practices (EBIPs) particular to chemistry through meta-analysis. Ninety-nine studies were analyzed comprising a broader view of chemistry specific studies than past meta-analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error (SE) and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence-based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature.     

Comparison of learning in two context-based university chemistry classes

ABSTRACT

Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by ‘personal mental activity’, meaning that students engage in a role to solve a problem. The model’s predicted outcomes are that students develop and use the specialised language of chemistry, translate what they learn in the immediate context to other contexts, and empathise with the community of practice that is created. The first two of these outcomes were investigated in two large-enrolment university chemistry courses, both organised as this CBL model, in which students were introduced to kinetic molecular theory (KMT). Sample 1 students (N₁?=?105) learned KMT through whole-class kinaesthetic activity as a human model of a gas while focusing on a problem identifying substances in balloons filled with different gases. Sample 2 students (N₂?=?110) manipulated molecular dynamics simulations while focusing on the problem of reducing atmospheric CO₂. Exam answers and pre-/post-test responses, involving a new KMT context, were analysed. Students in Sample 1 demonstrated a stronger understanding of particle trajectories, while Sample 2 students developed more sophisticated mechanistic reasoning and greater fluidity of translation between contexts through increased use of chemists’ specialised language. The relationships of these outcomes to the contexts were examined in consideration of the different curriculum emphases inherent in the contexts.     

化学实验室防潮的重要性及方法

针对某些实验室环境空气湿度大的问题,对高湿度环境给仪器和化学试剂造成的影响以及从整体到局部降低实验室湿度的方法进行讨论。从而达到减少资源的浪费,提高仪器和试剂的利用率,节约实验室运行成本的目的。     

GiveMe Shelter: a people-centred design process for promoting independent inquiry-led learning in engineering

It has become increasingly common for tasks traditionally carried out by engineers to be undertaken by technicians and technologist with access to sophisticated computers and software that can often perform complex calculations that were previously the responsibility of engineers. Not surprisingly, this development raises serious questions about the future role of engineers and the education needed to address these changes in technology as well as emerging priorities from societal to environmental challenges. In response to these challenges, a new design module was created for undergraduate engineering students to design and build temporary shelters for a wide variety of end users from refugees, to the homeless and children. Even though the module provided guidance on principles of design thinking and methods for observing users needs through field studies, the students found it difficult to respond to needs of specific end users but instead focused more on purely technical issues.     

Using learning styles theory in engineering education

Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship between students’ learning styles and their performance in engineering education programmes. At the beginning of the programme, 285 students’ learning styles were measured using a learning style assessment tool. Four years after the engineering education, their performance in the programme was compared with their individual learning styles. This study shows that most of the students are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very limited. The relationship between engineering students’ learning styles and their performance is found: assimilators and convergers performed better than the divergers and accommodators. The performance difference between assimilators and divergers is statistically significant. The results of this study show that the learning style theory is a potential tool for guiding the design and improvement of courses and helping students to improve their individual performance.     

Multiprog virtual laboratory applied to PLC programming learning

This study develops a Multiprog virtual laboratory for a mechatronics education designed to teach how to programme a programmable logic controller (PLC). The study was carried out with 34 students in the Department of Industry Education and Technology at National Changhua University of Education in Taiwan. In total, 17 students were assigned to each group, experimental and control. Two laboratory exercises were designed to provide students with experience in PLC programming. The results show that the experiments supported by Multiprog virtual laboratory user-friendly control interfaces generate positive meaningful results in regard to students’ knowledge and understanding of the material.     

A case study: Problem-based learning for civil engineering students in transportation courses

This paper describes two case studies where problem-based learning (PBL) has been introduced to undergraduate civil engineering students in University College Dublin. PBL has recently been put in place in the penultimate and final year transport engineering classes in the civil engineering degree in University College Dublin. In this case study, the paper describes how PBL was introduced, the impacts of its introduction and the feedback received by students regarding PBL. PBL was introduced in these years to help students to become deep and active learners and to help them in the transition from passive note taker to researcher and lifelong learner.     

Scaffolding strategies in a rubric-based intervention to promote engineering students’ ability to address wicked problems

ABSTRACT

In recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts.     

Case study of a problem-based learning course of physics in a telecommunications engineering degree

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.