Education for Chemical Engineers最新文献_第2页

Modular simulation as a teaching tool: Integrating MATLAB-simulink into Heat Transfer courses to promote active learning and conceptual understanding 模块化模拟作为教学工具：将MATLAB-simulink整合到热传导课程中，促进主动学习和概念理解

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 DOI: 10.1016/j.ece.2025.07.004

Luis A. Romero-Cano

The integration of simulation tools into chemical engineering education enhances the understanding of complex transport phenomena. This article presents a mini-workshop that uses MATLAB-Simulink to simulate steady-state one-dimensional heat conduction problems in various geometries. Designed as a learning intervention for undergraduate students enrolled in Heat Transfer courses, the tool allows students to visualize thermal gradients, evaluate heat flux, and explore the influence of physical parameters on conduction. The workshop employs simscape blocks to build models based on Fourier’s law, incorporating temperature-dependent thermal conductivity. The intended learning outcomes focus on fostering conceptual understanding, simulation skills, and engineering decision-making. The pedagogical strategy has been implemented in three Heat Transfer courses, where students responded positively, highlighting their preference for digital tools over traditional learning methods. The interactive and visual nature of the simulations improved their conceptual grasp and increased motivation. This communication provides ready-to-use examples, source code, and instructions, inviting educators to adapt and expand the tool in their own classrooms to collectively assess its pedagogical value.

将模拟工具整合到化学工程教育中，可以增强对复杂输运现象的理解。本文介绍了一个小型研讨会，使用MATLAB-Simulink模拟各种几何形状的稳态一维热传导问题。该工具是为学习传热课程的本科生设计的学习干预工具，允许学生可视化热梯度，评估热通量，并探索物理参数对传导的影响。工作坊采用模拟块来建立基于傅里叶定律的模型，结合温度相关的导热系数。预期的学习成果侧重于培养概念理解，模拟技能和工程决策。该教学策略已在三门热传导课程中实施，学生反应积极，突出了他们对数字工具的偏好，而不是传统的学习方法。模拟的互动性和视觉性提高了他们对概念的把握，增加了他们的动力。该交流提供了现成的示例、源代码和说明，邀请教育工作者在他们自己的教室中调整和扩展该工具，以集体评估其教学价值。

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引用次数: 0

Critique – Tools for sharing: MATLAB-Simulink into heat transfer courses 批判-工具分享：MATLAB-Simulink到传热课程

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 DOI: 10.1016/j.ece.2025.06.004

Thomas L. Rodgers

This article discusses “Modular Simulation as a Teaching Tool: Integrating MATLAB-Simulink into Heat Transfer Courses to Promote Active Learning and Conceptual Understanding”, Luis A. Romero-Cano, Education for Chemical Engineers.

本文讨论了“模块化模拟作为教学工具：将MATLAB-Simulink集成到传热课程中以促进主动学习和概念理解”，Luis a . Romero-Cano，化学工程师教育。

引用次数: 0

Active learning in environmental engineering: Combining interactive platforms and project-based approaches to boost engagement and academic performance 环境工程中的主动学习：结合互动平台和基于项目的方法来提高参与度和学习成绩

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-10-01 DOI: 10.1016/j.ece.2025.09.002

Zahara M. de Pedro, Ariadna Alvarez-Montero, Jose A. Casas, Macarena Munoz

This work examines the application of active learning methodologies, including interactive platforms and project-based learning (PBL), in the subject “Bases de la Ingeniería Ambiental” (Fundamentals of Environmental Engineering, FEE) at the Universidad Autónoma de Madrid. Over five academic years (2019/20–2023/24), student response systems (SRSs) such as Kahoot! and Edpuzzle were implemented to foster participation and improve conceptual understanding through gamified quizzes and video-based problem-solving. Additionally, PBL was introduced to promote hands-on learning, teamwork, and critical thinking. The intervention involved approximately 130 students per academic year. Comparative analysis of academic performance showed an increase in average final grades from 4.81 (pre-intervention period) to 5.62 in the two most recent academic years, along with higher scores in continuous assessment activities. Student satisfaction indicators remained consistently high, with institutional surveys showing no negative deviations even during pandemic-related disruptions. Professors reported a positive perception of the methodology, highlighting improved student engagement without loss of control over class dynamics. These findings support the value of combining SRS tools and PBL as a robust framework to enhance motivation and academic achievement in environmental engineering education.

这项工作研究了马德里大学Autónoma环境工程基础课程中主动学习方法的应用，包括互动平台和基于项目的学习（PBL）。在五个学年（2019/20-2023/24）中，学生响应系统（srs），如Kahoot！和Edpuzzle的实施是为了通过游戏化的测验和基于视频的问题解决来促进参与和提高概念理解。此外，引入PBL以促进实践学习，团队合作和批判性思维。每学年约有130名学生参与干预。学业成绩对比分析显示，最近两个学年的平均期末成绩从4.81分（干预前）提高到5.62分，在持续的评估活动中得分也有所提高。学生满意度指标一直很高，机构调查显示，即使在与大流行有关的中断期间，也没有出现负面偏差。教授们报告了对这种方法的积极看法，强调在不失去对课堂动态控制的情况下，提高了学生的参与度。这些发现支持将SRS工具和PBL结合起来作为一个强大的框架来提高环境工程教育的动机和学术成就的价值。

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引用次数: 0

Fostering chemical engineering competencies through competition teams: The UPM MotoStudent Electric experience 通过竞争团队培养化学工程能力：芬欧汇川摩托学生电气经验

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-09-19 DOI: 10.1016/j.ece.2025.09.001

Martín Nieto Bermejo , Alejandro García Zancajo , Antonio Nieto-Márquez

An active learning experience was developed through the UPM MotoStudent competition team, where chemical engineering students tackled challenges related to the cooling of the electric motor. This project led to the development of four chemical engineering-related projects: (i) drying and cooling of air using an adsorption bed and dry ice, (ii) design and construction of a radiator, (iii) development of a testing bench with control systems and information monitoring, and (iv) development and characterization of dielectric oils for the prevention of electroerosion phenomenon. The competition provided a hands-on platform for students to apply their knowledge of heat and mass transfer, fluid mechanics, and process control in a real-world context. Furthermore, soft skills such as leadership, communication, teamwork, and time management were crucially developed, contributing to the overall success of the project. The learning outcomes of this experience pushed students to the highest levels of Bloom's taxonomy—Evaluate and Create—levels seldom reached in undergraduate courses. Participants highlighted the project's strong impact on technical learning, personal growth and teamwork.

UPM MotoStudent竞赛团队开发了一种积极的学习体验，化学工程专业的学生解决了与电机冷却相关的挑战。该项目导致了四个化学工程相关项目的发展：(i)使用吸附床和干冰干燥和冷却空气，（ii）散热器的设计和建造，（iii）开发带有控制系统和信息监测的试验台，以及（iv）开发和表征用于防止电侵蚀现象的介电油。比赛为学生提供了一个动手的平台，让他们在现实世界中应用他们在传热传质、流体力学和过程控制方面的知识。此外，软技能，如领导、沟通、团队合作和时间管理都得到了至关重要的发展，有助于项目的整体成功。这段经历的学习成果将学生们推向了布鲁姆分类法的最高层次——评估和创造——在本科课程中很少达到的水平。参与者强调了该项目对技术学习、个人成长和团队合作的巨大影响。

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引用次数: 0

Application of AI teaching assistant to college education of principles of chemical engineering 人工智能助教在高校化学工程原理教学中的应用

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-08-21 DOI: 10.1016/j.ece.2025.08.004

Fuhai Yu , Jingning Lv , Hong Han , Yongjie Zhang , Jian Zhang

With the development of large language models(LLM) in Artificial Intelligence(AI), AI assistants have been widely applied across various sectors and lead to tremendous enhancing in the work efficiency. However, there is hardly any comprehensive studies on the application of AI assistants to the teaching and evaluation process of Principles of Chemical Engineering course for college education. Therefore, this paper integrates and optimizes the teaching and evaluation processes of Principles of Chemical Engineering course with the assistance of AI technology. By leveraging AI technology for instructional support, the course content is integrating with real-life scenarios and cutting-edge scientific research. In the meanwhile, students' systematic thinking, innovative and entrepreneurial skills as well as the critical thinking can get fostered. Moreover, integration of knowledge across disciplines, majors, and even virtual-real scenarios can get accelerated and expanded with the AI assistant. During the reform, the following modulus, including interactive conversation led by guide words, optional module expansion for practical applications, error-spotting games for figures and literatures, curriculum design and composition of business plans are facilitated by the AI assistant to improve the interest, breadth and depth of the curriculum contents. The implementation of this case effectively advances the reform of college education in the boosting backdrop of AI, equipping students with thoughts and abilities to apply the latest AI technologies to their study and research projects. The implementation of the case has been proven to be practically feasible, and shows great potentials for further applications.

随着人工智能领域大语言模型（LLM）的发展，人工智能助手在各个领域得到了广泛的应用，极大地提高了工作效率。然而，关于人工智能助手在高校化学工程原理课程教学与评价过程中的应用，目前还没有全面的研究。因此，本文借助人工智能技术对《化学工程原理》课程的教学与评价流程进行整合与优化。通过利用人工智能技术进行教学支持，课程内容与现实场景和前沿科学研究相结合。同时培养学生的系统思维、创新创业能力和批判性思维。此外，通过人工智能助手，跨学科、专业甚至虚拟现实场景的知识整合可以得到加速和扩展。在改革过程中，AI助手辅助完成了引导语引导的互动对话、实际应用的可选模块拓展、人物和文献的猜错游戏、课程设计、商业计划书的撰写等模块，提高了课程内容的趣味性、广度和深度。本案例的实施有效地推进了人工智能助推背景下的高校教育改革，使学生具备将最新的人工智能技术应用于学习和研究项目的思想和能力。实践证明，该案例的实施是切实可行的，具有广阔的应用前景。

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引用次数: 0

Using a process simulator to enhance the learning of heat exchanger design in fourth-semester chemical engineering students 利用过程模拟器加强第四学期化工专业学生对换热器设计的学习

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-08-12 DOI: 10.1016/j.ece.2025.08.003

Cristian J. Calderón, Dumar Andres Camacho Luengas, Juan Manuel Reyna-González

This study explored the perceptions of fourth-semester Chemical Engineering students at Tecnologico de Monterrey (ITESM), State of Mexico Campus, regarding their use of Aspen Exchanger Design and Rating (EDR) software. The university’s Tec21 Educational Model requires students to resolve real-world challenges posed by professors and external training partners. In the study, students in the fourth semester of Chemical Engineering were required to design a shell and tube heat exchanger for an amine absorption system in two consecutive learning blocks. Block I focused on heat transfer systems, combining theoretical and practical knowledge with manual and Excel calculations. In Block II, students used Aspen Plus and Aspen HYSYS for shortcut calculations and Aspen EDR for rigorous calculations to validate their proposals in Block I. At the end of Block II, study indicators revealed that the students valued the engagement of training partners and real-world challenges, considering these to have significantly contributed to their academic experience. They emphasized the importance of learning simulation software early in their academic careers, as it validates manual calculations and produces optimal designs. They described the challenge as intellectually stimulating and believed it strengthened transversal competencies such as critical thinking, teamwork, and resilience.

本研究探讨了蒙特雷理工学院（ITESM）墨西哥校区第四学期化学工程专业学生对阿斯彭交换器设计和评级（EDR）软件使用情况的看法。该大学的Tec21教育模式要求学生解决教授和外部培训合作伙伴提出的现实挑战。在本研究中，化学工程第四学期的学生被要求在两个连续的学习模块中为胺吸收系统设计一个管壳式换热器。Block I专注于传热系统，将理论和实践知识与手工和Excel计算相结合。在第2块中，学生们使用Aspen Plus和Aspen HYSYS进行快捷计算，使用Aspen EDR进行严格计算，以验证第1块中的建议。在第2块结束时，研究指标显示，学生们重视培训伙伴的参与和现实世界的挑战，认为这些对他们的学术经历有重大贡献。他们强调了在学术生涯早期学习模拟软件的重要性，因为它可以验证人工计算并产生最佳设计。他们认为这项挑战能激发智力，并认为它能增强横向能力，如批判性思维、团队合作和适应力。

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引用次数: 0

Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis to improve teaching of the chemical and environmental engineering department in master's studies 优势、劣势、机会和威胁（SWOT）分析改进硕士化学与环境工程系教学

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-08-12 DOI: 10.1016/j.ece.2025.08.002

Alicia Ronda, Esmeralda Portillo, Luz M. Gallego Fernández, Carmen Arnaiz, Yolanda Luna-Galiano, Mónica Rodríguez-Galán, Custodia Fernández-Baco, Rosario Villegas, Fernando Vega, Carlos Leiva, Fátima Arroyo-Torralvo

University teaching must be continuously evaluated to identify weaknesses and propose the improvement actions to avoid the lack of motivation by the students and to encouraged them to participate into the learning process. The analysis is not always carried out efficiently due to its complexity. For this reason, this study evaluates the application of a SWOT analysis in the teaching of the Environmental Engineering Master (EEM) and Chemical Engineering Master (CEM) at the University of Seville (US). The SWOT methodology consisted of identifying weaknesses and suggesting ways to improve, which were implemented through various teaching innovation projects. Several weaknesses were identified such as difficulties with the initial adaptation process, high academic workload and poor academic performance. A portfolio of improvement actions was designed and applied in the CEM and EEM. It was observed that the duration of studies decreased 0.85 and 0.13 years for EEM and CEM, respectively and that the number of students presenting their Master's theses in the same year of enrolment increased by 27 %. The main results were the high level of student satisfaction - 4.21/5.00 in the last survey and the significant improvement of key learning aspects such as interdisciplinarity, learning outcomes and student/professor engagement.

大学教学必须不断进行评估，找出不足，提出改进措施，以避免学生缺乏动力，鼓励他们参与到学习过程中来。由于其复杂性，分析并不总是有效地进行。因此，本研究评估了SWOT分析在塞维利亚大学（美国）环境工程硕士（EEM）和化学工程硕士（CEM）教学中的应用。SWOT方法主要是找出不足，提出改进建议，并通过各种教学创新项目实施。确定了一些弱点，如初期适应过程困难、课业繁重和学习成绩差。我们设计了一套改善措施，并在电子商务管理和电子商务管理中加以应用。据观察，EEM和CEM的学习时间分别减少了0.85年和0.13年，同年发表硕士论文的学生人数增加了27% %。主要结果是学生满意度很高，在上次调查中为4.21/5.00，在跨学科、学习成果和学生/教授参与度等关键学习方面有了显著改善。

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引用次数: 0

Examining students’ engagement and motivation in organic chemistry through the use of a multimedia-supported flipped classroom approach 通过使用多媒体支持的翻转课堂方法，检查学生对有机化学的参与和动机

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-08-06 DOI: 10.1016/j.ece.2025.08.001

Ezechiel Nsabayezu , Olivier Habimana , Wenceslas Nzabalirwa , Francois Niyongabo Niyonzima

The effective transformation of organic chemistry education necessitates the adoption of innovative pedagogical approaches that actively promote student engagement and motivation throughout the learning process. Thus, this study investigates the impact of a multimedia-supported flipped classroom approach (MSFCA) on student engagement and motivation in learning organic chemistry in Rwandan secondary schools. The study involved 73 senior five students (fifth year of upper secondary school) and two chemistry teachers, employing an explanatory sequential research design. Quantitative data were gathered using a Likert scale questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS), while qualitative data from structured interviews were thematically analyzed. The findings revealed high levels of student engagement and motivation in learning through MSFCA, as evidenced by their positive survey responses. Additionally, qualitative insights highlighted students’ eagerness for organic chemistry when taught using this innovative method. However, rural students reported lower motivation levels compared to their urban counterparts primarily due to challenges with Information and Communication Technology (ICT) infrastructure, such as limited internet access and insufficient computers. The statistically significant disparity in mean scores (rural: 49.58, urban: 68.47, P < 0.001, df =72) underscores how limited resources in rural areas hinder effective engagement in multimedia-supported flipped classrooms. Based on these findings, the study recommends integrating MSFCA more broadly to enhance student interest and motivation in organic chemistry. It also emphasizes the need to expand ICT resources, including reliable internet connectivity and adequate computer availability, particularly in rural schools.

有机化学教育的有效转型需要采用创新的教学方法，在整个学习过程中积极促进学生的参与和动机。因此，本研究调查了多媒体支持的翻转课堂方法（MSFCA）对卢旺达中学学生学习有机化学的参与度和动机的影响。本研究采用解释序贯研究设计，研究对象为73名高中五年级学生和2名化学教师。定量数据使用李克特量表问卷收集，并使用社会科学统计软件包（SPSS）进行分析，而结构化访谈的定性数据则进行主题分析。调查结果显示，通过MSFCA，学生的参与度和学习动机都很高，他们的积极调查反应证明了这一点。此外，当使用这种创新的方法教学时，定性的见解突出了学生对有机化学的渴望。然而，与城市学生相比，农村学生的动力水平较低，主要原因是信息和通信技术（ICT）基础设施面临挑战，例如互联网接入有限和计算机不足。平均分数的统计显著差异（农村：49.58，城市：68.47,P <； 0.001,df =72）强调了农村地区有限的资源如何阻碍了多媒体支持的翻转课堂的有效参与。基于这些发现，本研究建议更广泛地整合MSFCA，以提高学生对有机化学的兴趣和动机。它还强调需要扩大信息通信技术资源，包括可靠的互联网连接和充足的计算机可用性，特别是在农村学校。

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引用次数: 0

How to teach frequency response easily to chemical engineers using spreadsheets 如何使用电子表格轻松地向化学工程师教授频率响应

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-07-26 DOI: 10.1016/j.ece.2025.06.001

A. Rodríguez-Gómez , R. Granados-Fernández , E. Lacasa , C.M. Fernández-Marchante , M.A. Rodrigo

One of the most controversial points for teachers of Process Dynamics in Chemical Engineering is related to the extension and methodology for the frequency-response tools. In chemical processes, time constants typically range from seconds to days, i.e. several orders of magnitude different from those faced by other engineering professionals (e.g. electrical engineers, where time constants are in the milli-microsecond range). This means that the approach used for the teaching of frequency-response techniques for Chemical Engineers must be very different from that of other degrees, fact that is not always considered in the study programs. This contribution describes the Simulation Case Study-Based Learning (SCSBL) methodology, which has been successfully employed at the University of Castilla-La Mancha for over two decades using simulation tools developed in Visual Basic for Excel. Through this tool, the student acquires the necessary skills to build a simulator in a practical way from which the frequency-response of a system is evaluated in a time considerably less compared with other traditional methodologies. This allows the student to have a clear understanding not only of the main concepts of frequency response, but also to be able to perform a frequency response study of any system and draw relevant conclusions.

化学工程过程动力学教师最具争议的问题之一是频率响应工具的扩展和方法。在化学过程中，时间常数通常从秒到天不等，即与其他工程专业人员（例如电气工程师，其时间常数在毫微秒范围内）所面临的几个数量级不同。这意味着用于化学工程师的频率响应技术教学的方法必须与其他学位的教学方法非常不同，这一事实在学习计划中并不总是被考虑到。这篇文章描述了基于案例研究的模拟学习（SCSBL）方法，该方法已经在卡斯蒂利亚-拉曼查大学成功应用了二十多年，使用Visual Basic for Excel开发的模拟工具。通过这个工具，学生获得必要的技能，以一种实用的方式建立一个模拟器，从这个模拟器中，与其他传统方法相比，系统的频率响应在相当短的时间内得到评估。这使学生不仅对频率响应的主要概念有一个清晰的认识，而且能够对任何系统进行频率响应研究并得出相关结论。

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引用次数: 0

ChEngBoost: Vitaminised and gamified problem-based learning of chemical engineering bases in biotechnology ChEngBoost：生物技术化学工程基础的维他命化和游戏化问题学习

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-07-25 DOI: 10.1016/j.ece.2025.07.006

J.D. Badia-Valiente, O. Gil-Castell

This study presents a gamification-driven project-based learning (PBL) approach to enhance formative learning in chemical engineering education for biotechnology students. The core methodology, ChEngBoost, consists of the incardination of five progressively challenging in-class problem-solving sessions on mass and energy balances under steady and non-steady conditions. Gamification principles such as exclusivity, opportunity, surprise, and competition were incorporated to boost intrinsic and extrinsic motivation. A pass/fail grading criterion for each submission, at limited times, was focused on efficacy and efficiency. A structured scoring system to vitaminize the challenges, awarded individual 5 % bonuses, up to a maximum 20 %, to be assigned to either exam or task marks, with no penalty for non-delivery or incorrect solutions. Grade inflation was controlled by capping improvements within 10 % of students’ individual marks. The actual grade increases were therefore modest, although, remarkably, engagement and motivation significantly improved, as over 90 % of students rated their experience at levels 4 or 5 on Likert-scale evaluations. Beyond academic engagement, the methodology contributed to foster key transversal skills such as problem-solving, teamwork, and decision-making under uncertainty. These findings support the potential of gamified PBL to enhance not only learning outcomes but also future professional performance. The positive reception and willingness to adopt this methodology in other subjects highlighted its potential for broader application in engineering education.

本研究提出一种游戏化驱动的专案学习（PBL）方法，以强化生物科技学生在化学工程教育中的形成性学习。核心方法是ChEngBoost，包括五个逐步具有挑战性的课堂问题解决课程，讨论稳定和非稳定条件下的质量和能量平衡。游戏化原则（游戏邦注：如独占性、机会、惊喜和竞争）被用于提升内在和外在动机。在有限的时间内，每次提交的合格/不合格评分标准集中在功效和效率上。一个结构化的评分系统，以维生素的挑战，奖励个人5 %的奖金，最高20% %，分配给考试或任务的分数，没有惩罚未交付或不正确的解决方案。分数膨胀被限制在学生个人分数的10% %以内。因此，实际成绩的提高是适度的，尽管引人注目的是，参与度和积极性显著提高，因为超过90% %的学生在李克特量表评估中将他们的经历评为4级或5级。除了学术参与之外，该方法还有助于培养关键的横向技能，如解决问题、团队合作和不确定性下的决策。这些发现支持游戏化PBL的潜力，不仅可以提高学习成果，还可以提高未来的专业表现。在其他学科中采用这种方法的积极接受和意愿突出了它在工程教育中更广泛应用的潜力。

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引用次数: 0