Design of problem-based learning activities in the field of microfluidics for 12- to 13-year-old participants—Small Plumbing!: empowering the next generation of microfluidic engineers

Bridle, Helen; Morton, Jonathan; Cameron, Pamela; Desmulliez, Marc Phillipe Yves; Kersaudy-Kerhoas, Maïwenn

doi:10.1007/s10404-016-1770-x

Cited by 15 publications

(24 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study uses field-project-based learning with a detailed-learning concept by Bridle et al (2016). Interventions carried out by teaching lecturers are designing field-project-based learning by preparing simple lectures to explain the concepts and objectives of the research as well as preparing worksheets that students will use.…”

Section: Diagram 1 Research Flowchartmentioning

confidence: 99%

“…The application of each method is adjusted to the needs of the field research to be carried out. According to Bridle et al (2016), one of the lessons that can be applied in field project-based learning is Detailed Learning. The learning objectives include inspiring researchers to be directly involved in problem-solving in each of their respective fields, developing expertise and skills, and giving students the opportunity to discuss what they will do and its impact on their daily lives.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development of Earth and Space Knowledge Competencies for Science Teacher Candidates: Field-Project Based Learning Perspectives

Fauziah

Nurita

Mahdiannur

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to describe the competence of Earth and space knowledge of prospective science teacher students. Learning is carried out with the perspective of Field-Project Based Learning, students are asked to make direct observations of the components of the lithosphere, hydrosphere, and atmosphere in their living environment. Competencies from observations made by students include the ability to determine objects, knowledge of objects, and understanding of objects in their environment. The results of observations carried out are reported in the form of a written report supported by personal documentation in the form of photos of objects (lithosphere, hydrosphere, atmosphere), explanations of the selected objects based on reality connected with references that have been obtained. The results of the study indicate that the ability to determine objects, understanding and knowledge of students is excellent so that learning Earth and Space Sciences is in accordance with Field-Project Based Learning

show abstract

Section: Diagram 1 Research Flowchartmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Earth and Space Knowledge Competencies for Science Teacher Candidates: Field-Project Based Learning Perspectives

Fauziah

Nurita

Mahdiannur

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…18 Furthermore, outreach opportunities such as school visits offer opportunities for academic researchers to support local schools in training young scientists and engineers by exposure to microfluidics. 57 Due to the interdisciplinary nature of most microfluidics research projects, hands-on activities with microfluidic devices can be a great starting point to engage members of the general public in conversations about engineering, physics, and chemistry as well as environmental and life sciences. To be engaging, it is important to keep the main points simple and relevant, and as far as possible, jargon-free, while making them exciting and fun.…”

Section: Informal Settingsmentioning

confidence: 99%

“Learning on a chip:” Microfluidics for formal and informal science education

2019

View full text Add to dashboard Cite

Microfluidics is a technique for the handling of small volumes of liquids on the order of picoliters to nanoliters and has impact for miniaturized biomedical science and fundamental research. Because of its multi-and interdisciplinary nature (i.e., combining the fields of biology, chemistry, physics, and engineering), microfluidics offers much potential for educational applications, both at the university level as well as primary and secondary education. Microfluidics is also an ideal "tool" to enthuse and educate members of the general public about the interdisciplinary aspects of modern sciences, including concepts of science, technology, engineering, and mathematics subjects such as (bio)engineering, chemistry, and biomedical sciences. Here, we provide an overview of approaches that have been taken to make microfluidics accessible for formal and informal learning. We also point out future avenues and desired developments. At the extreme ends, we can distinguish between projects that teach how to build microfluidic devices vs projects that make various microscopic phenomena (e.g., low Reynolds number hydrodynamics, microbiology) accessible to learners and the general public. Microfluidics also enables educators to make experiments low-cost and scalable, and thereby widely accessible. Our goal for this review is to assist academic researchers working in the field of microfluidics and lab-on-a-chip technologies as well as educators with translating research from the laboratory into the lecture hall, teaching laboratory, or public sphere.

show abstract

“…Additionally, the application of makerspace principles further allows non-experts in microfluidics to participate. Lesson plans have been developed for students as young as 12 years old to engage in microfluidics, which can be expanded through further makerspace involvement [53,54]. In contrast to clean room facilities, makerspaces grant low-cost access to capital-intensive manufacturing tools, span a diverse community of individuals from varying backgrounds spanning technical and even non-technical fields, and promote product development through collaboration and innovation [28].…”

Section: Accessibility and Scalability Of Microfluidicsmentioning

confidence: 99%

Enabling Microfluidics: from Clean Rooms to Makerspaces

Walsh

Kong

Murthy

et al. 2017

Trends in Biotechnology

144

114

View full text Add to dashboard Cite

The traditional requirement for clean rooms and specialized skills has inhibited many biologists from pursuing new microfluidic innovations. Makerspaces provide a growing alternative to clean rooms: they provide low-cost access to fabrication equipment such as laser cutters, plotter cutters, and 3D printers; use commercially available materials; and attract a diverse community of product designers. This Opinion discusses the materials, tools, and building methodologies particularly suited for developing novel microfluidic devices in these spaces, with insight into biological applications and leveraging the maker community. The lower barrier to access of makerspaces ameliorates the otherwise poor accessibility and scalability of microfluidic prototyping.

show abstract

Design of problem-based learning activities in the field of microfluidics for 12- to 13-year-old participants—Small Plumbing!: empowering the next generation of microfluidic engineers

Cited by 15 publications

References 16 publications

Development of Earth and Space Knowledge Competencies for Science Teacher Candidates: Field-Project Based Learning Perspectives

Development of Earth and Space Knowledge Competencies for Science Teacher Candidates: Field-Project Based Learning Perspectives

“Learning on a chip:” Microfluidics for formal and informal science education

Enabling Microfluidics: from Clean Rooms to Makerspaces

Contact Info

Product

Resources

About