Introducing process simulation in junior level chemical engineering courses using a problem based approach

Document Type

Conference Proceeding

Publication Date

1-1-2017

Abstract

Problem-based Learning (PBL) is an approach that challenges students to "learn how to learn, " working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in practice, and will help prepare students for their careers. In this respect, the intent is to begin the development of students toward expert level. Cognitive psychology [1] and naturalistic decision making communities have developed an extensive amount of literature documenting the differences between novice and expert performance. It is now an established notion that individuals learn by building on what they know. However, chemical engineering students often enter their junior year with various misconceptions, some with minimal knowledge of the domain and a minimum understanding of how the discipline is organized. Therefore, developing learning events, for these students (novices) require us to understand what the differences are between students and experts, which will enable the selection of appropriate instructional strategy [2]. In order to design training that will support this learning process, it is essential to define the two levels of proficiency and understand the differences between them.

Identifier

85034777835 (Scopus)

ISBN

[9789899887572]

Publication Title

Proceedings of the 45th Sefi Annual Conference 2017 Education Excellence for Sustainability Sefi 2017

First Page

1459

Last Page

1465

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