From lectures to active learning: A case study on problem-based learning in the material balances course.
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| Title: | From lectures to active learning: A case study on problem-based learning in the material balances course. |
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| Authors: | Ortiz Moreno, Hugo1 (AUTHOR), Godoy-Rangel, Caribay2 (AUTHOR), Ahumada-Lazo, Ruben1 (AUTHOR) ruben.ahumada.lazo@tec.mx |
| Source: | International Journal of Mechanical Engineering Education. Oct2026, Vol. 54 Issue 4, p1101-1122. 22p. |
| Subjects: | Active learning, Problem-based learning, Engineering education, Stoichiometry, Student engagement, Outcome-based education, STEM education |
| Abstract: | Active learning (AL) has become a key methodology for student engagement in engineering courses, particularly in STEM-related subjects. Despite the existence of numerous documented educational practices employing this methodology, the introductory courses in the area of bioengineering and chemical processes, such as material balances, could still benefit from its adoption. This article explores the implementation of active learning, specifically problem-based learning (PBL), in the material balances (MB) course from an innovative approach. The implemented educational practice, defined in five key moments (Introduction, Context, Application, Reinforcement, and Consolidation with Teamwork), offers a comprehensive guide, encompassing practical ideas and strategies that educators of similar courses can readily adapt and implement. The educational practice was tested in two groups of the MB course taught in 2024 (n = 54 students), where the students' scores in written exams, demonstration of competencies and satisfaction with the course, were compared with those from before the methodology was applied in 2023 (n = 53 students). The results show an overall improvement in all aspects evaluated, highlighting the benefits of introducing this educational practice in the students' performance and satisfaction with the course. This work contributes to the growing body of literature on AL and PBL in STEM education, offering a model to improve pedagogical practices and promote student success in challenging technical courses. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Mechanical Engineering Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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| Abstract: | Active learning (AL) has become a key methodology for student engagement in engineering courses, particularly in STEM-related subjects. Despite the existence of numerous documented educational practices employing this methodology, the introductory courses in the area of bioengineering and chemical processes, such as material balances, could still benefit from its adoption. This article explores the implementation of active learning, specifically problem-based learning (PBL), in the material balances (MB) course from an innovative approach. The implemented educational practice, defined in five key moments (Introduction, Context, Application, Reinforcement, and Consolidation with Teamwork), offers a comprehensive guide, encompassing practical ideas and strategies that educators of similar courses can readily adapt and implement. The educational practice was tested in two groups of the MB course taught in 2024 (n = 54 students), where the students' scores in written exams, demonstration of competencies and satisfaction with the course, were compared with those from before the methodology was applied in 2023 (n = 53 students). The results show an overall improvement in all aspects evaluated, highlighting the benefits of introducing this educational practice in the students' performance and satisfaction with the course. This work contributes to the growing body of literature on AL and PBL in STEM education, offering a model to improve pedagogical practices and promote student success in challenging technical courses. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03064190 |
| DOI: | 10.1177/03064190251356618 |
