Learning permeability and fluidisation concepts via open-ended laboratory experiments

Autor: Ahmed Mahmoud, Siti Salwa Hashim, Jaka Sunarso
Rok vydání: 2020
Předmět:
Zdroj: Education for Chemical Engineers. 32:72-81
ISSN: 1749-7728
DOI: 10.1016/j.ece.2020.05.008
Popis: This paper describes the implementation of open-ended laboratory for learning permeability and fluidisation concepts in Multiphase Processes unit and its impact on the students’ learning and understanding. The students were assigned specific objectives and were asked to devise and carry out their own experiments to evaluate the characteristics of flow through a bed of particles, to analyse the results of the experiments, and to competently report such results. The students’ performance was evaluated using the marking rubrics by assessing their ability to design their own procedure, to analyse and interpret the results of the experiments, and to work in a team. It is observed that all students achieved 78 % and above in both experimental run and laboratory report. One of the main factors that contribute to the good performance and low marks variation was the implementation of Level 2 open-ended laboratory, which comes with clear objectives to be fulfilled. The students were thus able to do better preparation prior to the laboratory session and did the necessary modifications to achieve the expectations more closely. The observed student feedback survey suggests that the application of the open-ended laboratory has improved the students’ learning of the permeability and fluidisation principles and theories and that the self-directed or discovery nature utilised in this open-ended laboratory has encouraged them to discover permeability and fluidisation concepts for themselves via experimentation and exploration. The feedback survey further reveals that the open-ended laboratory has provided them deeper understanding of permeability and fluidisation concepts and improved their attitude towards teamwork and effective communication skills. The students also favoured the open-ended laboratory over the traditional laboratory, particularly for the knowledge or skills gained, the interaction with the group members, and the trial-and-error nature of the experiments. Of the students who found the open-ended laboratory difficult, many responded being unaccustomed to designing their own experimental procedures. Nevertheless, one-third of them would recommend for more open-ended laboratories in other Chemical Engineering units. It is foreseeable that the implementation of fully open-ended laboratory (i.e., Level 3) would further increase the students’ learning and deeper understanding of permeability and fluidisation concepts.
Databáze: OpenAIRE
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