Kitana M. Kaiphanliam , Olusola O. Adesope , Bernard J. Van Wie
{"title":"Assessment of a particle sedimentation hands-on learning tool with application in blood cell separations","authors":"Kitana M. Kaiphanliam , Olusola O. Adesope , Bernard J. Van Wie","doi":"10.1016/j.ece.2023.07.001","DOIUrl":null,"url":null,"abstract":"<div><p><span>Chemical engineers frequently contribute to the advancement of the medical field; however, medical applications are often only covered in elective courses. To introduce medical applications into the core curriculum, we implemented a hands-on learning tool that portrays blood separation principles through microbead settling in a core third-year chemical engineering separations class. Test scores from twenty-six students show significant growth at </span><em>p</em> < 0.001 from Pretest to Posttest I at average values of 41 % and 68 %, respectively. Posttest II scores reveal a significantly higher average score of 84 % for students who sat through lecture before the hands-on experiment in comparison to 75 % for students who first had the hands-on experiment then lecture with statistical significance of <em>p</em> = 0.046 and a moderate Cohen’s <em>d</em><span> effect size of 0.442. Students report positive, lasting impressions from the guided-learning worksheet and hands-on learning experience on their feedback surveys and one-on-one interviews. Retention assessments from four students six months post-intervention reveal retention of concepts with an average test score of 74 %. These outcomes suggest hands-on learning tools are most impactful on conceptual and motivational gains when supplemented with pre-experiment lectures and quality complementary learning materials.</span></p></div><div><h3>Tweetable Abstract</h3><p>A hands-on learning tool containing microbeads suspended in fluid shows blood separation principles and results in significant learning gains in a core chemical engineering separations class.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Chemical Engineers","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1749772823000325","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Chemical engineers frequently contribute to the advancement of the medical field; however, medical applications are often only covered in elective courses. To introduce medical applications into the core curriculum, we implemented a hands-on learning tool that portrays blood separation principles through microbead settling in a core third-year chemical engineering separations class. Test scores from twenty-six students show significant growth at p < 0.001 from Pretest to Posttest I at average values of 41 % and 68 %, respectively. Posttest II scores reveal a significantly higher average score of 84 % for students who sat through lecture before the hands-on experiment in comparison to 75 % for students who first had the hands-on experiment then lecture with statistical significance of p = 0.046 and a moderate Cohen’s d effect size of 0.442. Students report positive, lasting impressions from the guided-learning worksheet and hands-on learning experience on their feedback surveys and one-on-one interviews. Retention assessments from four students six months post-intervention reveal retention of concepts with an average test score of 74 %. These outcomes suggest hands-on learning tools are most impactful on conceptual and motivational gains when supplemented with pre-experiment lectures and quality complementary learning materials.
Tweetable Abstract
A hands-on learning tool containing microbeads suspended in fluid shows blood separation principles and results in significant learning gains in a core chemical engineering separations class.
期刊介绍:
Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning