PROBLEM-BASED LEARNING FOR A CHEMICAL ENGINEERING SUBJECT
Educating chemical engineers for coming challenges
Chemical Engineering Education -Poster Session (T6-P)
Keywords: Problem-based learning, European Higher Education Area
In order to adapt the Chemical Engineering degree to the European Higher Education Area (EHEA), it is necessary to modify not only the objectives and contents of the different subjects but also the teaching-learning methods. The application of new methodologies involves a different way of working, considering both the knowledge and the skills reached by the students and their contribution to their capacities.
In this context, problem-based learning (PBL) is assumed as an efficient alternative to traditional teacher-centered methods. PBL requires students to work in small groups to identify and solve case studies through self-directed learning. Lectures are “tutors” that assist the group to identify their learning needs and critically appraise the applicability of new information to a given case. PBL is thought to foster critical thinking attributes, problem-solving skills, group communication skills, and a commitment to long-life learning.
The aim of this work is to put into practice the new teaching-learning methodology designed in the context of the EHEA for the “Tutorized Work” course. The selected course is optional in the Chemical Engineer degree of the Cantabria University. The purpose of the 16 week course was to provide students with an understanding of integrated design of chemical processes, using the knowledge acquired during degree courses in Chemical Engineering studies. Emphasis is put on the combination of the experimental methodology together with the analysis of the results. Process simulation techniques are also used for the final project design.
Four PBL learning scenarios were developed: I- Analysis of solid-liquid equilibrium. II- Analysis of liquid-liquid equilibrium. III- Analysis of liquid-vapor equilibrium. IV- Kinetic study of homogeneous and heterogeneous reactions.
The guideline of the course is as follows: I- Context of the work, including bibliography, analytical techniques and experimental design, II- Experimental work, III- Results discussion, including analysis and process simulation, IV- Reports, and oral and panel presentation of the results. A course Portfolio has been developed in order to include course materials to help students learning.
Results show a high involvement of the students in all tasks commended, and a high level of agreement with this new learning methodology. The majority of students show a positive attitude toward the new methodology. In addition, students improve the sense of autonomy, the responsibility of their own learning, and their ability to oral and write communication.
Presented Monday 17, 13:30 to 15:00, in session Chemical Engineering Education -Poster Session (T6-P).
