Problem-based learning for large classes in chemical engineering

1996 ◽  
Vol 1996 (68) ◽  
pp. 91-99 ◽  
Author(s):  
Donald R. Woods
Keyword(s):  
Chemical Engineering ◽  
Problem Based Learning ◽  
Large Classes

Problem-Based Learning Biotechnology Courses in Chemical Engineering

2006 ◽  
Vol 22 (1) ◽  
pp. 173-178 ◽  
Author(s):  
C.E. Glatz ◽  
R. Gonzalez ◽  
M.E. Huba ◽  
S.K. Mallapragada ◽  
B. Narasimhan ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Problem Based Learning

scholarly journals Evaluación de las actividades realizadas mediante la metodología de Aprendizaje Basado en Problemas

2020 ◽  
Author(s):  
Ramón Manuel Fernández-Domene ◽  
Rita Sánchez-Tovar ◽  
Gemma Roselló-Márquez ◽  
Patricia Batista-Grau ◽  
Rafael Leiva-García ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
The Other ◽  
Self Assessment ◽  
Evaluation Approach ◽  
Other Hand ◽  
Teachers And Students ◽  
The Subject

The Problem-Based Learning (ABP) methodology requires an evaluation approach in which a series of specific and transversal competencies are evaluated. This evaluation must be formative allowing students to identify and correct mistakes in time. Therefore, it is necessary to have tools in order to evaluate suitably the learning outcomes and established competencies. In the subject of Corrosion which belongs to the second course of the Master of Chemical Engineering, the ABP has been evaluated through a report to be handed after each ABP session, where the main conclusions are collected after the cooperative resolution of the proposed problem and, on the other hand, by means of the notes taken by the teachers and students (co-assessment and self-assessment), after the oral presentation of the results and conclusions of the practice. In this work, for each of these evaluation activities, specific rubrics have been developed. From the different evaluation activities, it can be affirmed that the rubrics used are effective for the evaluation of the ABP methodology activities. In addition, it was possible to verify that the students have reached the learning results and it was also possible to detect the corrosion issues that pose the greatest difficulty to the students.

Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

2015 ◽  
Vol 4 (4) ◽  
pp. 39-46 ◽  
Author(s):  
Carola Fortelius ◽  
Marja-Leena Akerman
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Problem Based Learning ◽  
Independent Study ◽  
First Year ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Learning Concept

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

scholarly journals Development of Learning Methods for Student Center Learning with Problem Based Learning In Block 4.c “Midwifery Care in High Risk Childbirth and Postpartum”

2019 ◽  
Vol 4 (1) ◽  
pp. 58
Author(s):  
Yulizawati Yulizawati ◽  
Miranie Safaringga ◽  
Ulfa Farrah Lisa ◽  
Rafika Oktofa
Keyword(s):  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Problem ◽  
Midwifery Care ◽  
Large Classes ◽  
A Value ◽  
Before And After ◽  
Student Center ◽  
Group Member ◽  
Better Than

Achievement of the learning objectives of a student with the method of learning problem based learning (PBL), can be influenced by the results of extracting their peer information in small groups because the information obtained by students will be discussed to perfect the knowledge gained. This study applies a small group discussion (SGD) and tutorial in the PBL method. The results of the study, there was an increase in the value of students before and after treatment with a value of p = 0,000, and there was a difference in the grades of students in 2017 and 2016, where the grades of students in 2017 were better than in 2016, with p = 0.001. The results of the interview that students prefer the SGD method over discussion in large classes, students feel better understand the discussion material, each group member is more active and gives their opinions according to the theory of the book or journal that has been studied, lecturer attention to each student is greater, so students are very enthusiastic in studying the material and discussing it. PBL method with SGD is very effective to be applied in learning to increase the activeness, interactive, learning motivation, and critical thinking of students.

scholarly journals TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

2019 ◽  
Author(s):  
Dhaneshwarie Kannangara ◽  
James Sibley
Keyword(s):  
British Columbia ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
Biological Engineering ◽  
Laboratory Experience ◽  
Laboratory Course ◽  
The Past ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

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