Carbonell Alcaina, C.; Cardona, SC.; Domínguez-Candela, I.; Fombuena, V.; López Pérez, MF.; Lora-García, J.; Sanchis, R. (2021). Project-Based Learning as a Coordination Methodology between Subjects in a Chemical
Engineering Degree. INTED proceedings (Online). 5965-5974. https://doi.org/10.21125/inted.2021.1193
Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/176350
Título:
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Project-Based Learning as a Coordination Methodology between Subjects in a Chemical
Engineering Degree
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Autor:
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Carbonell Alcaina, Carlos
Cardona, S. C.
Domínguez-Candela, Iván
Fombuena, Vicent
López Pérez, Maria Fernanda
Lora-García, Jaime
Sanchis, R.
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Entidad UPV:
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Universitat Politècnica de València. Departamento de Organización de Empresas - Departament d'Organització d'Empreses
Universitat Politècnica de València. Departamento de Ingeniería Química y Nuclear - Departament d'Enginyeria Química i Nuclear
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Fecha difusión:
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Resumen:
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[EN] An important issue in any academic degree is to develop a high level of vertical/horizontal coordination between the different subjects taught along the four courses. This activity takes into account the coordination ...[+]
[EN] An important issue in any academic degree is to develop a high level of vertical/horizontal coordination between the different subjects taught along the four courses. This activity takes into account the coordination of the contents and methodologies that the teachers teach and the students acquire, the timing when the students learn them and the homework/exams that they do. As a result, both teachers and students gain an overall view of the degree and the teaching-learning process improves.
According to this idea, the teachers of the Chemical Engineering degree at Campus of Alcoy are participating in an Educational Innovation and Improvement Project (EIIP) for applying the project-based learning methodology to the design of an adsorption system for the elimination of dyes in wastewater from the textile industry. This work is scheduled along the four courses and is distributed between some of the basic or specialized subjects that the students attend. The adsorption column design is partially solved in each subject and the results obtained in one subject are used in the following. As a result, the project is completed sequentially throughout the degree applying a methodology based on teamwork.
This paper shows some of the activities proposed in different subjects, their timing and assessments during four courses. These activities include laboratory work for obtaining adsorption equilibrium and adsorption kinetics experimental data together with column dynamic performance. Other activities belong to the modelling and simulation domain for establishing the mathematical equations corresponding to the different phenomena linked to adsorption. Also there are activities focused on experimental data treatment for estimating the parameters characterizing the adsorption isotherms or mass transfer coefficients. Finally, other activities are devoted to the column design and control, cost estimation, and oral/writing communication of the work done by the students.
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Palabras clave:
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Adsorption
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Vertical/Horizontal coordination
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Project-based learning
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PBL
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Derechos de uso:
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Reserva de todos los derechos
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Fuente:
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INTED proceedings (Online). (eissn:
2340-1079
)
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DOI:
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10.21125/inted.2021.1193
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Editorial:
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International Association of Technology, Education and Development
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Versión del editor:
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https://doi.org/10.21125/inted.2021.1193
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Título del congreso:
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15th International Technology, Education and Development Conference (INTED 2021)
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Lugar del congreso:
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Online
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Fecha congreso:
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Marzo 08-09,2021
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Código del Proyecto:
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info:eu-repo/grantAgreement/UPV//PIME%2F19-20%2F157//Incorporación del aprendizaje basado en proyectos en las titulaciones de grado de la Escuela Politécnica Superior​/
/
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Agradecimientos:
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This article has been supported by Universitat Politècnica de València, particularly by the Vice-rectorate
for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and
Vice-Rectorate ...[+]
This article has been supported by Universitat Politècnica de València, particularly by the Vice-rectorate
for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and
Vice-Rectorate for Studies, Quality and Accreditation (Vicerrectorado de Estudios, Calidad y
Acreditación) under the Call for Learning + Teaching (Convocatoria A+D2019: Aprendizaje + Docencia.
Proyectos de Innovación y Mejora Educativa) and Project Code: A157. The authors would like to
acknowledge the support of the Institute of Educational Sciences (Instituto de Ciencias de la Educación),
the Evaluation and Monitoring Commission for Educational Innovation and Improvement Projects
(Comisión de Evaluación y Seguimiento de Proyectos de Innovación y Mejora Educativa (CESPIME)
and Escuela Politécnica Superior de Alcoy.
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Tipo:
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Artículo
Comunicación en congreso
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