Education for Chemical Engineers最新文献_第3页

Obituary: Dr. Isuru Abeykoon Udugama, ECE Editorial Board Member-June 24, 1990–December 30, 2023 讣告欧洲经委会编辑委员会成员 Isuru Abeykoon Udugama 博士-1990 年 6 月 24 日-2023 年 12 月 30 日

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2024-02-26 DOI: 10.1016/j.ece.2024.02.001

Christoph Bayer , Krist V. Gernaey , Jarka Glassey , Michael A. Taube , Ashvin Thambyah , Brent R. Young

引用次数: 0

Enhancing 360° virtual laboratory safety training with linear learning pathway design: Insights from student experiences 利用线性学习路径设计加强 360∘虚拟实验室安全培训：学生体验的启示

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2024-02-16 DOI: 10.1016/j.ece.2024.02.002

Samuel Girmay, Kirsi Yliniemi, Minna Nieminen, Jarno Linnera, Antti J. Karttunen

{"title":"Enhancing 360° virtual laboratory safety training with linear learning pathway design: Insights from student experiences","authors":"Samuel Girmay, Kirsi Yliniemi, Minna Nieminen, Jarno Linnera, Antti J. Karttunen","doi":"10.1016/j.ece.2024.02.002","DOIUrl":"10.1016/j.ece.2024.02.002","url":null,"abstract":"<div><p>This paper investigates the role of learning pathway design in a web-based 360° virtual laboratory safety training. A linearly structured virtual laboratory safety training was designed and implemented. Student experiences with the linear learning pathway were compared with a previously implemented non-linear learning pathway. In the linear pathway, students complete the virtual laboratory tour in a predetermined order, while in a non-linear pathway the students can complete the virtual laboratory tour in any order. Student feedback was collected from over 900 students and the experiences from the linearly structured virtual laboratory were highly positive. Compared to the previously implemented non-linear learning pathway, the student feedback related to the learning experience improved significantly. The feedback also showed a difference between preferred learning styles, highlighting the importance of choosing the learning pathway based on the intended learning outcomes and offering different types of learning materials for different learners. Overall, the findings of this study indicate that the linearly structured virtual laboratory offers an effective and motivating learning environment for laboratory safety training.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 12-21"},"PeriodicalIF":3.9,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000034/pdfft?md5=c48c8869c5802f7482d3bdff451a2073&pid=1-s2.0-S1749772824000034-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139965581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-curricular project-based laboratory learning enables hands-on interdisciplinary education for chemical engineering students 基于项目的跨学科实验室学习为化学工程专业学生提供了跨学科实践教育

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2024-01-17 DOI: 10.1016/j.ece.2024.01.001

Arno de Reviere , Bram Jacobs , Ingeborg Stals , Jeriffa De Clercq

引用次数: 0

Investigating chemical engineering students’ perceptions of feedback: A glimpse into current problems and a platform for improvement 调查化学工程专业学生对反馈的看法：现状问题一瞥与改进平台

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2024-01-01 DOI: 10.1016/j.ece.2023.12.001

Ya He, Olumide Olumayegun, Mohammad Zandi

{"title":"Investigating chemical engineering students’ perceptions of feedback: A glimpse into current problems and a platform for improvement","authors":"Ya He, Olumide Olumayegun, Mohammad Zandi","doi":"10.1016/j.ece.2023.12.001","DOIUrl":"10.1016/j.ece.2023.12.001","url":null,"abstract":"<div><p>Effective and quality academic feedback is essential for student success in engineering education. However, chemical engineering students consistently report lower satisfaction with the feedback they receive based on the results of the UK National Student Survey (NSS) published in recent years. Despite this, there is limited research on students' perceptions of feedback in chemical engineering education. This study investigates the views of chemical engineering students on four key dimensions: knowledge and understanding of feedback, perceptions of effective and quality feedback, preferences for the modes and format of feedback, and experience with the feedback received. To draw meaningful and useful conclusions, this investigation was conducted on a small scale targeting 37 participants from undergraduate (UG) students in years one to four of the Chemical Engineering programmes at the University of Sheffield. The findings confirm that most of the UG students who participated in the study demanded to receive targeted and personalised feedback. Students considered that feedback on how to improve skills, identify mistakes and give specific examples to solve problems were more effective than a simply stated grade. The focused approach in this study allowed for an in-depth analysis of the perceptions of feedback among targeted UG students, leading to an improved definition of feedback for engineering education. It is proposed that feedback can be characterised as the process of communicating the learner's current and expected accomplishments, pointing out areas for improvement, and suggesting possible steps to address them while also requiring the learner to engage with and reflect on the provided comments.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"46 ","pages":"Pages 54-61"},"PeriodicalIF":3.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772823000532/pdfft?md5=302eba41c5c445a935721d2a692c2d2b&pid=1-s2.0-S1749772823000532-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139014166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing middle school students’ problem-solving ability through interdisciplinary project-based learning 通过跨学科项目式学习培养中学生解决问题的能力

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-11-28 DOI: 10.1016/j.ece.2023.11.001

Yizhou Ling , Limin Zhou , Beining Zhang , Hongyan Ren

{"title":"Developing middle school students’ problem-solving ability through interdisciplinary project-based learning","authors":"Yizhou Ling , Limin Zhou , Beining Zhang , Hongyan Ren","doi":"10.1016/j.ece.2023.11.001","DOIUrl":"https://doi.org/10.1016/j.ece.2023.11.001","url":null,"abstract":"<div><p>Problem-solving ability is one of the most important skills of Chemical engineers. This case study aims to describe how students develop problem-solving ability in interdisciplinary project-based learning activity. 7 groups of middle school students participate in a one-month “home-made oxygenators” project, designing and producing oxygenators that meet the situational requirements by themselves, and showcase their production. Project task handouts, chat logs, student presentations, student works, contribution surveys, standardized tests, and interest questionnaire are the data sources of this study. The results show that the vast majority of student groups creatively use different principles to produce oxygenators with different functions, in which students clarify and identify problems progressively, create solutions by applying multidisciplinary knowledge, select the best solution through group argumentation, and optimize the solution in practice continuously, so that they develop the problem-solving ability throughout the whole process. Moreover, participants in the activity show more remarkable improvement in their academic performance and interest in Chemistry and Chemical Engineering compared to non-participants.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"46 ","pages":"Pages 43-53"},"PeriodicalIF":3.9,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772823000520/pdfft?md5=76e0da20bab168286dc2a0db0963316f&pid=1-s2.0-S1749772823000520-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138769958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance 流体力学中的批判性思维活动-提高学生学习和表现的案例研究

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-10-26 DOI: 10.1016/j.ece.2023.10.004

Remo Cossu , Isaiah Awidi , Joseph Nagy

{"title":"Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance","authors":"Remo Cossu , Isaiah Awidi , Joseph Nagy","doi":"10.1016/j.ece.2023.10.004","DOIUrl":"https://doi.org/10.1016/j.ece.2023.10.004","url":null,"abstract":"<div><p>We describe the implementation of Critical Thinking Activities (CTA) designed to encourage ‘critical thinking’ in an undergraduate engineering Fluid Mechanics course. Critical thinking can be a vague term both difficult to grasp and even more so to measure. Using a longitudinal case study we analyse quantitative and qualitative data collected over three years to explore the overarching question: “how do we know students have thought critically?”. We investigate and evaluate the quantitative data that emerged from students undertaking the CTA and the impact of this on their performance. The results indicate that students who performed well in the CTA achieved a final grade for the course of 5 or more (Credit, Distinction or High Distinction). Qualitative data from student feedback demonstrated that the CTA was a significant factor in reinforcing student learning, enabling us to identify areas of misconception and areas in which they could improve. While the study is situated in an engineering context at the University of Queensland, the paper is an exemplar of embedded and sustainable practice, is equally transferable to other disciplinary contexts.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"46 ","pages":"Pages 35-42"},"PeriodicalIF":3.9,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772823000519/pdfft?md5=f45e436b2f499e0613937cf3ca4849eb&pid=1-s2.0-S1749772823000519-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92122408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: The modern face of chemical engineering in Latin America 社论:拉丁美洲化学工程的现代面貌

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-10-20 DOI: 10.1016/j.ece.2023.10.003

Luis H. Reyes, Juan C. Cruz, Oscar Alberto Alvarez Solano

引用次数: 0

Application of serious games in chemical engineering courses 严肃游戏在化工课程中的应用

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-10-18 DOI: 10.1016/j.ece.2023.10.002

Ismael Díaz, Emilio J. González, María González-Miquel, Manuel Rodríguez

{"title":"Application of serious games in chemical engineering courses","authors":"Ismael Díaz, Emilio J. González, María González-Miquel, Manuel Rodríguez","doi":"10.1016/j.ece.2023.10.002","DOIUrl":"https://doi.org/10.1016/j.ece.2023.10.002","url":null,"abstract":"<div><p>The advantages of using elements of games in educational contexts have been reported in literature since the times of Plato in ancient Greece. Modern studies credited games with some advantages in education from different angles (behavioural, motivational or cognitive). In this paper, the application of games that have an explicit and carefully thought-out educational purpose (serious games) in different chemical engineering subjects at the bachelor and master level is discussed. Firstly, some topic definitions are provided along with a historical perspective of the use of games in education and the theoretical foundations supporting it. In section 2, four different applications of games are presented in three different subjects. In particular, the use of board games for the subjects Process Control and Particle Technology is illustrated, and how the combination of simple games (e.g. crosswords) and escape room activities can help to develop both low level and high level skills (following the Bloom’s taxonomy classification) in Optimisation of Chemical Processes is also presented. Their analysis and discussion of the impacts achieved with the different game-based activities are later presented in section 3 along with the main conclussions drawn.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"46 ","pages":"Pages 22-32"},"PeriodicalIF":3.9,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49730157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes 在高等教育中利用交互式应用程序作为教育工具：来自教师和学生的视角以及对学术成果的分析

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-10-05 DOI: 10.1016/j.ece.2023.10.001

Miguel Martín-Sómer , Cintia Casado , Gema Gómez-Pozuelo

{"title":"Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes","authors":"Miguel Martín-Sómer , Cintia Casado , Gema Gómez-Pozuelo","doi":"10.1016/j.ece.2023.10.001","DOIUrl":"https://doi.org/10.1016/j.ece.2023.10.001","url":null,"abstract":"<div><p>Our students belong to a highly digitised generation with easy and rapid access to information. They are dependent on technology and tend to become bored quickly. There is an ongoing debate regarding the need to reconsider our teaching methods in order to capture the attention of our students. This study surveyed both students and teachers on the subject of online teaching and its impact on university education. Additionally, it explored issues related to integrating interactive applications in education. These applications are considered essential tools in combating student boredom and disinterest. They also enable teachers to receive valuable feedback, which was highlighted as critically important by educators in the survey.</p><p>In this context, we conducted a study within a chemical engineering program at a Spanish university. We examined the use of four different interactive applications (Kahoot!, Wooclap, Classflow, Moodle) and compared the results with those from previous years when only one of these applications was employed. This study aimed to determine how using multiple applications led to increased student participation, driven by avoiding monotony, resulting in improved academic performance.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"46 ","pages":"Pages 1-9"},"PeriodicalIF":3.9,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49730153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Machine learning in chemical engineering: Hands-on activities 化学工程中的机器学习:实践活动

IF 3.9 2区教育学

Education for Chemical Engineers Pub Date : 2023-10-04 DOI: 10.1016/j.ece.2023.09.005

Vitor Lavor , Fernando de Come , Moisés Teles dos Santos , Ardson S. Vianna Jr.

引用次数: 0