Problem-Based Learning with EFFECTs: Part II - Ground Improvement Module for Lab Courses
Ryan Starcher1; Charles Pierce1
1 University of South Carolina
Resumo
This paper describes an approach for the development, implementation, and assessment of instructional materials for problem-based learning (PBL) of ground improvement methods. The proposed approach utilizes the Environments for Fostering Effective Critical Thinking (EFFECTs) pedagogical framework. In this framework, students are presented with a realistic engineering problem that prompts a driving question. Using a decision worksheet, students prepare an initial estimate to the driving question based on their current state of knowledge. The decision worksheet captures two critical pieces of student thinking: (1) his/her visual interpretation and understanding of the problem, and (2) his/her estimation process using assumptions, approximations, and dimensional analysis. Once completed, the decision worksheet serves as a reference document for students to reflect on as new knowledge is acquired through a series of active learning exercises. To this end, the EFFECTs framework integrates active learning with collaborative learning and reflective learning. The PBL sequence ends with each student's final solution to the driving question, which is often presented in the form of a report. The EFFECTs framework, as described above, can be adapted for success in all face-to-face instructional environments, but it is particularly suited for lab courses. This paper describes a PBL sequence developed and implemented in an undergraduate geotechnical engineering lab course. The lab course is normally taught using a traditional format, where students conduct standard lab tests for determining physical and mechanical properties of soils. The PBL sequence is a new addition to this lab, and as such, it will be evaluated in terms of student interest, engagement, and learning compared to the traditional format. It is also used as an instructional vehicle for introducing students to ground improvement. In this EFFECT, students focus on cement treatment of a cohesive soil. Three consecutive lab periods are needed to complete the PBL
Palavras-chave: active learning; cement stabilization; critical thinking; ground improvement; problem-based learning; shear strength