Using Project Based Learning in a Fundamental Chemistry Course: An Experience Report

Abstract

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.

Designs of Developing Teaching Materials Based on Project-Based Learning: A Systematic Literature Review

“…(Guo et al, 2020). Therefore, it is necessary to change the methods used in learning, where students should be the center of the teaching and learning process ( Rungsirisakun et al, 2019).…”

Research on the Application of Project Teaching Method in the New Model of Software Engineering Course

“…PTM advocates that under the guidance of the teacher, a relatively independent curriculum project should be handed over to the students themselves. In this process, students' ability to process and collect information, design schemes and successfully implement planned projects can be cultivated [2]. In the process of implementation, there are three prominent features in PTM.…”