Thinking-Based Learning at Higher Education Levels: Implementation and Outcomes within a Chemical Engineering Class

Autor/inn/en	Torrecilla, José S.; Gutiérrez-de-Rozas, Belén; Cancilla, John C.
Titel	Thinking-Based Learning at Higher Education Levels: Implementation and Outcomes within a Chemical Engineering Class
Quelle	In: Journal of Chemical Education, 98 (2021) 3, S.774-781 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torrecilla, José S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Chemical Engineering; Engineering Education; Teaching Methods; Instructional Effectiveness; Difficulty Level; Scientific Concepts; Concept Formation; Undergraduate Students; Student Satisfaction; Academic Achievement; Foreign Countries; Relevance (Education); Spain (Madrid) + Suchen Sie Ihr Suchwort? Chemisches Prüfverfahren; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schwierigkeitsgrad; Concept learning; Begriffsbildung; Schulleistung; Ausland; Relevance; Relevanz
Abstract	The teaching methodology known as thinking-based learning (TBL) is presented here in the scope of a chemical engineering class. This method has been tested experimentally for the past six years within a chemical engineering class which belongs to the chemistry bachelor's degree in the Complutense University of Madrid (Spain). Specifically, TBL was implemented by teaching complex concepts through comprehensive real-life examples. The study has revealed a positive outcome on the students' academic performance, as an increased number of them take the final exam (around 40% more) and pass the class (about 27% increase), when compared to previous courses in which a more traditional teaching method was carried out. In addition, mostly positive feedback was received from the students that took the classes regarding the TBL approach. More than 81% of them think that this methodology is suitable and effective for teaching most chemical engineering concepts and expressed satisfaction toward this approach versus a classic one. On the other hand, many students feel that this technique would reduce the absenteeism because they are enjoying themselves even while learning commonly considered overwhelming chemical engineering concepts. The most frequently used adjectives by the students when describing this technique are "pleasant" and "entertaining". Furthermore, the experience has encouraged some students to collaborate in the development of this teaching approach for other classes. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01