A framework for hands-on learning in chemical engineering education-Training students with the end goal in mind
A framework for hands-on learning in chemical engineering education-Training students with the end goal in mind
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DOI：
10.1016/j.ece.2019.03.002
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发表时间：
2019-07-01
影响因子：
3.9
通讯作者：
Brechtelsbauer, Clemens
中科院分区：
文献类型：
--
作者：
Chen, Wenqian;Shah, Umang V.;Brechtelsbauer, Clemens
化学工程教育的目的是使学生既有理论知识，又有解决实际问题的动手能力。在伦敦帝国理工学院，这是通过三个实验室为基础的课程，这跨越了前三年的本科课程实践。基金会，知识和发现实验室的设计基于科尔布的经验学习理论以及维果茨基的最近发展区。虽然这些课程旨在挑战学生，但适当的脚手架已经到位，以确保在能力范围内获得令人满意的学习体验。评估和调查结果显示，所有学生都能够达到学习目标（2014-2016学年>96%达到满意至优秀成绩），而绝大多数学生对课程感到满意（2014-2016学年>80%）。这些课程的设计和实施进行了讨论，以促进高等教育界的良好做法的交流。(C)2019年化学工程师学会。Elsevier B. V.出版，保留所有权利。
Chemical engineering education aims to equip students with both theoretical knowledge and hands-on capability to solve practical problems. At Imperial College London, this is practiced via three laboratory-based courses, which span over the first three years of the undergraduate curriculum. The Foundation, Knowledge and Discovery Laboratories were designed based on Kolb's experiential learning theory as well as Vygotsky's zone of proximal development. Although these courses intend to challenge students, appropriate scaffolding is in place to ensure a satisfactory learning experience across the spectrum of abilities. Assessment and survey results show that all students were capable of meeting the learning goals (>96% achieving satisfactory to excellent results in academic years 2014-2016), while a large majority is satisfied with the courses (>80% in academic years 2014-2016). The design and implementation of these courses are discussed to promote the exchange of good practices within the higher education community. (C) 2019 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.