In this paper,we report the experience received from the project-based learning activity in a fundamental chemistry course.We involved the first year students in Faculty of Engineering at King Mongkut’s University of...In this paper,we report the experience received from the project-based learning activity in a fundamental chemistry course.We involved the first year students in Faculty of Engineering at King Mongkut’s University of Technology Thonburi,Ratchaburi Learning Center,Thailand.This work considers the innovative activities performed in the field of chemistry and physics.This activity has been intensively implemented in teaching first year students.A project has been created to build up a small machine for measuring the concentration of sucrose solutions.The students participated in a project based learning(PBL)process,in which they worked in groups to create the instrument designed to measure the sucrose concentration in percentage by weight of sucrose in pure water solvent.Project-based learning has gained a greater position in the classroom as researchers have documented what teachers have long understood:Students become more engaged in learning when they have a chance to dig into complex and challenging problems that closely resemble real life.Moreover,several surveys have been conducted along one academic year to evaluate the impact of this method.The results of the surveys show that PBL encourages students’motivation and improves their knowledge involving the project.It is also pointed out that this methodology requires more dedication from lecturers than traditional methodology.展开更多
All engineering students need to develop their important skills of leadership in project management. Many students have never been leaders in their social and school lives. A leading role is unimaginable to them and h...All engineering students need to develop their important skills of leadership in project management. Many students have never been leaders in their social and school lives. A leading role is unimaginable to them and hence they cannot imagine how to achieve it. The purpose of this paper is to report a result of a new leadership education program which links a variety of simulated experiences with real actions of students in project based learning （PBL） to develop their leadership ability. The first step is for graduate students to gain knowledge in the leadership arena. Then, they utilize simulation to experience leadership actions many times. Simulation provides a safe environment in which they can try out many different approaches in taking leadership in various situations. In the next step, students as a team utilize PBL, so that the above simulated experiences can help them to actually take leadership. Students can apply trained leadership to actual projects. It is highly effective to apply conscious leadership to a project aimed at a specific goal in limited circumstances. This education repeats both of the steps above, raising leadership abilities in an upward spiral. In terms of students＇ evaluation of leadership education in project management, 360-degree assessments were carried out by teachers, senior, and junior students before and after the course, and authors compare their assessments thoroughly. As a result, authors are assured that students not only gained knowledge but also raised leadership abilities in their actions after this education. Six months after the time of leadership education employing simulated experiences and PBL, follow-up interviews were conducted on its effects. Authors recognized the cyclic period that students apply simulated experiences to PBL and that they seek different approaches in simulation for solving problems found in reality. This research concludes that this cycle of simulator and PBL can produce effective leadership actions.展开更多
健康企业建设是健康中国建设的细胞基础,是健康城市建设的具体指标之一,探索健康企业建设有效途径和模式是建设过程的重要主题。文章将问题式学习(problem based learning,PBL)教学思路应用于健康企业的创建实践中,提出基于PBL的健康企...健康企业建设是健康中国建设的细胞基础,是健康城市建设的具体指标之一,探索健康企业建设有效途径和模式是建设过程的重要主题。文章将问题式学习(problem based learning,PBL)教学思路应用于健康企业的创建实践中,提出基于PBL的健康企业创建模式并分析实践效果,认为该模式可以让企业管理者充分参与寻求问题解决措施的过程,转变企业管理者的健康观念、学会健康企业创建理念,起到“授之以渔”的效果,适合在健康企业创建过程中推广应用。展开更多
文摘In this paper,we report the experience received from the project-based learning activity in a fundamental chemistry course.We involved the first year students in Faculty of Engineering at King Mongkut’s University of Technology Thonburi,Ratchaburi Learning Center,Thailand.This work considers the innovative activities performed in the field of chemistry and physics.This activity has been intensively implemented in teaching first year students.A project has been created to build up a small machine for measuring the concentration of sucrose solutions.The students participated in a project based learning(PBL)process,in which they worked in groups to create the instrument designed to measure the sucrose concentration in percentage by weight of sucrose in pure water solvent.Project-based learning has gained a greater position in the classroom as researchers have documented what teachers have long understood:Students become more engaged in learning when they have a chance to dig into complex and challenging problems that closely resemble real life.Moreover,several surveys have been conducted along one academic year to evaluate the impact of this method.The results of the surveys show that PBL encourages students’motivation and improves their knowledge involving the project.It is also pointed out that this methodology requires more dedication from lecturers than traditional methodology.
文摘All engineering students need to develop their important skills of leadership in project management. Many students have never been leaders in their social and school lives. A leading role is unimaginable to them and hence they cannot imagine how to achieve it. The purpose of this paper is to report a result of a new leadership education program which links a variety of simulated experiences with real actions of students in project based learning （PBL） to develop their leadership ability. The first step is for graduate students to gain knowledge in the leadership arena. Then, they utilize simulation to experience leadership actions many times. Simulation provides a safe environment in which they can try out many different approaches in taking leadership in various situations. In the next step, students as a team utilize PBL, so that the above simulated experiences can help them to actually take leadership. Students can apply trained leadership to actual projects. It is highly effective to apply conscious leadership to a project aimed at a specific goal in limited circumstances. This education repeats both of the steps above, raising leadership abilities in an upward spiral. In terms of students＇ evaluation of leadership education in project management, 360-degree assessments were carried out by teachers, senior, and junior students before and after the course, and authors compare their assessments thoroughly. As a result, authors are assured that students not only gained knowledge but also raised leadership abilities in their actions after this education. Six months after the time of leadership education employing simulated experiences and PBL, follow-up interviews were conducted on its effects. Authors recognized the cyclic period that students apply simulated experiences to PBL and that they seek different approaches in simulation for solving problems found in reality. This research concludes that this cycle of simulator and PBL can produce effective leadership actions.
文摘健康企业建设是健康中国建设的细胞基础,是健康城市建设的具体指标之一,探索健康企业建设有效途径和模式是建设过程的重要主题。文章将问题式学习(problem based learning,PBL)教学思路应用于健康企业的创建实践中,提出基于PBL的健康企业创建模式并分析实践效果,认为该模式可以让企业管理者充分参与寻求问题解决措施的过程,转变企业管理者的健康观念、学会健康企业创建理念,起到“授之以渔”的效果,适合在健康企业创建过程中推广应用。
