Improving student learningin an environmental engineering program with a research study project

The suitability of constructivist teaching strategies was studied in the context of environmental engineering education. The object of this study was a course called Water and Soil Analyses, which is taught to thirdand fourth-year environmental engineering students. Using pre-lecture assignments, focusing on peer interaction, having the students take responsibility for making their own research plans, taking advantage of the PDEODE method, doing fieldwork and laboratory analysis, and producing a report and presenting the results in a seminar, were all tools for motivating and engaging students to take responsibility for their learning. In addition, assessment of the course was spread throughout the course, without a traditional exam. When assessing the students' learning it was clear that the learning results were excellent. This includes both subject matter and other skills, such as social, teamwork and communication skills. The students' feedback was also mainly positive. The students found the course laborious and sometimes also difficult, but very rewarding. Taking responsibility for their own learning motivated them to work hard and thus gave excellent learning results. Also, seeing their work in a real-world context improved their engagement and learning. From the lecturer's point of view there is no turning back, even though some work modes need adjustment and focusing.

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