| Title | Introduction to systems engineering and sustainability PART I: Student-centred learning for chemical and biological engineers |
|---|---|
| ID_Doc | 15057 |
| Authors | Tuzun, U |
| Title | Introduction to systems engineering and sustainability PART I: Student-centred learning for chemical and biological engineers |
| Year | 2020 |
| Published | |
| Abstract | Student-Centred Active Learning of Systems Engineering and Sustainability requires challenging metacognitive integration of high-level evaluation skills combined with discipline-based core knowledge. This two-part series aims to demonstrate the basic principles, methodology and specific examples of active learning with formative assessment implemented to achieve improved student academic performance. In this part I of the two-part series, firstly, a detailed description is introduced of the cognitive learning methodology which makes use of student-centered recognition, analysis and synthesis for decision-making when there is no entirely right or wrong decision. The concept of "decision situation" is described which combines several surrounding and contingency elements to arrive at a demonstration of the holistic decision-making through systems analysis. A Holistic thinking approach is further developed using a systems learning methodology that combines normative with descriptive analyses to arrive at a cognitive mode model of judgement and choice. Sustainability modelling using the three-gateway systems approach is introduced and compared with the multi-layered view of chemical and biochemical engineering education and research; see Gam et al. (2020). Holistic thinking strategy is applied most recently to integrating, backcasting and eco-design for the circular economy (CE); see Mendoza et al. (2017). A student-centred learning approach is advocated that makes use of these principles and enables the systematic embedding of sustainability modeling in industrial and economic activities whose success rely substantively on decision-making. Finally, the relative importance is evaluated using classroom data available with specific engineering topics of the didactic "rule-based" methods of knowledge transfer in contrast with the experiential accumulation of practical information amassed through social interactions in a co-operative learning environment that relies on sustained improvement through active communication and feedback between the teacher/instructor and the student/learner; see Stephan et al. (2017) and Shallcioss and Alpay (2018). (C) 2020 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved. |
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