Skip to main content
Articles | Acta Pedagogia Asiana | Volume 1 - Issue 1 - 2022 | 18-25 | https://doi.org/10.53623/apga.v1i1.87
© 2022 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Green Engineering Education in Environmental Engineering Programme through Active Learning

Author(s): Muhammad Noor Hazwan Jusoh
Author(s) information:
Department of Civil & Construction Engineering, Faculty of Engineering and Science, Curtin University, Miri, Sarawak, 98009, Malaysia

Corresponding author

Acta Pedagogia Asiana

Volume 1 - Issue 1 - 2022

 About the journal
Submit your article
Over the last few years, there has been considerable growth in incorporating sustainability and green engineering into construction industry development. The need to use resources efficiently while minimizing environmental consequences is becoming increasingly important in the industry; as a result, green engineering content is gaining traction in engineering curricula. assessment is a technique used to determine students’ understanding of what they have learned in class. The outcomes assessment results are part of a feedback loop in which academics are given information to help them improve their teaching and student learning. This paper talks about the different ways students can show what they've learned in the course Environmental Considerations in Construction.
Read Full-Text
Previous article
Next article

Allenby, B.; Murphy, C.F.; Allen, D.; Davidson, C. (2009). Sustainable engineering education in the United States. Sustainability Science, 4, 7. http://doi/org/10.1007/s11625-009-0065-5.

Wilkinson, S.L. (1997). Green Is Practical, Even Profitable. Chemical & Engineering News, 75, 35-35. http:// doi.org/10.1021/cen-v075n031.p035.

Hesketh, R.P. (2017). Introduction to sustainable and green engineering: general principles and targets. In Encyclopedia of Sustainable Technologies, Abraham, M.A. Ed.; Elsevier: Amsterdam, Netehrlands, pp. 497-507. https://doi.org/10.1016/B978-0-12-409548-9.10530-5.

Kirik, V.A.; Cheng, S.; Vyunova, N.I.; Galustyan, O.V.; Gamisonija, S.S.; Galustyan, S.D. (2021). Education of Future Green Engineers for Achieving Sustainable Development in Green Manufacturing Industry. International Journal of Engineering Pedagogy, 11, 138-145. https://doi.org/10.3991/ijep.v11i5.22165.

Armstrong, L.B.; Rivas, M.C.; Douskey, M.C.; Baranger, A.M. (2018). Teaching students the complexity of green chemistry and assessing growth in attitudes and understanding. Current Opinion in Green and Sustainable Chemistry, 13, 61-67. http://doi/org/https://doi.org/10.1016/j.cogsc.2018.04.003.

Günter, T.; Akkuzu, N.; Alpat, Ş. (2017). Understanding ‘green chemistry’and ‘sustainability’: an example of problem-based learning (PBL). Research in Science and Technological Education, 35, 500-520. http://doi.org/10.1080/02635143.2017.1353964.

Karpudewan, M.; Hj Ismail, Z.; Mohamed, N. (2011). Greening a chemistry teaching methods course at the School of Educational Studies, Universiti Sains Malaysia. Journal of Education for Sustainable Development, 5, 197-214. https://doi.org/10.1177%2F097340821100500210.

Kennedy, S.A. (2016). Design of a dynamic undergraduate green chemistry course. Journal of Chemical Education, 93, 645-649. https://doi.org/10.1021/acs.jchemed.5b00432.

Wang, M.-Y.; Li, X.-Y.; He, L.-N. (2018). Green chemistry education and activity in China. Current Opinion in Green and Sustainable Chemistry, 13, 123-129. https://doi.org/10.1016/j.cogsc.2018.07.001.

Bonwell, C.; Eison, J. (1991). Active learning: Creating excitement in the classroom ASHE-ERIC Higher Education Report; ERIC Publication: Washington DC, USA.

Theobald, E.J.; Hill, M.J.; Tran, E.; Agrawal, S.; Arroyo, E.N.; Behling, S.; Chambwe, N.; Cintrón, D.L.; Cooper, J.D.; Dunster, G.; et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117, 6476-6483. http://doi/org/doi:10.1073/pnas.1916903117.

Owens, D.C.; Barlow, A.T.; Smith-Walters, C. (2020). Student Motivation and Resistance in Active Learning Classrooms. In Active Learning in College Science: The Case for Evidence-Based Practice, Mintzes, J.J., Walter, E.M., Eds.; Springer International Publishing: Cham, pp. 927-942. https://doi.org/10.1007/978-3-030-33600-4_57.

Owens, D.C.; Sadler, T.D.; Barlow, A.T.; Smith-Walters, C. (2020). Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices. Research in Science Education, 50, 253-277. http://doi/org/10.1007/s11165-017-9688-1.

Hulleman, C.S.; Harackiewicz, J.M. (2009). Promoting Interest and Performance in High School Science Classes. Science, 326, 1410-1412. http://doi/org/doi:10.1126/science.1177067.

Baviskar, S.N.; Hartle, R.T.; Whitney, T. (2009). Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivistteaching method articles. International Journal of Science Education, 31, 541-550. https://doi.org/10.1080/09500690701731121.

Colburn, A. (2000). Constructivism: Science education's “grand unifying theory”. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 74, 9-12. https://doi.org/10.1080/00098655.2000.11478630.

Piaget, J. (2013). Success and understanding. Routledge: London, United Kingdom.

Gordon, M. (2008). Between constructivism and connectedness. Journal of Teacher Education, 59, 322-331. https://doi.org/10.1177%2F0022487108321379.

Lewis, C.E.; Chen, D.C.; Relan, A. (2018). Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship. The American Journal of Surgery, 215, 298-303. http://doi/org/https://doi.org/10.1016/j.amjsurg.2017.08.050.

Freeman, S.; Eddy, S.L.; McDonough, M.; Smith, M.K.; Okoroafor, N.; Jordt, H.; Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415. https://doi.org/10.1073/pnas.1319030111.

Lund, T.J.; Stains, M. (2015). The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education: 2, 13. https://doi.org/10.1186/s40594-015-0026-8.

Tharayil, S.; Borrego, M.; Prince, M.; Nguyen, K.A.; Shekhar, P.; Finelli, C.J.; Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5, 7. http://doi/org/10.1186/s40594-018-0102-y.

Downing, N. (2019). The Five-minute Exercise: A Method for Using Modified Lectures in the Legal Research Classroom. Legal Reference Services Quarterly, 38, 1-29. http://doi/org/10.1080/0270319X.2019.1614365.

Bierema, L.L. (2019). Incorporating Active Learning into Your Educational Repertoire. In Connecting Adult Learning and Knowledge Management: Strategies for Learning and Change in Higher Education and Organizations, Fedeli, M., Bierema, L.L., Eds.; Springer International Publishing: Cham, pp. 27-49. https://doi.org/10.1007/978-3-030-29872-2_2.

Penner, J.G. (1984) Why Many College Teachers Cannot Lecture: How to Avoid Communication Breakdown in the ClassroomERIC Publication: Washington DC, USA.

Lenoir, D.; Schramm, K.-W.; Lalah, J.O. (2020). Green Chemistry: Some important forerunners and current issues. Sustainable Chemistry and Pharmacy, 18, 100313. http://doi/org/https://doi.org/10.1016/j.scp.2020.100313.

Garner, N.; Huwer, J.; Siol, A.; Hempelmann, R.; Eilks, I. (2015). On the Development of Non-formal Learning Environments for Secondary School Students Focusing on Sustainability and Green Chemistry. In Worldwide Trends in Green Chemistry Education, Zuin, V.G., Mammino, L, Eds; The Royal Society of Chemistry: London, United Kingdom, pp. 76-92. https://doi.org/10.1039/9781782621942-00076.

Andraos, J.; Dicks, A.P. (2015). The State of Green Chemistry Instruction at Canadian Universities. In Worldwide Trends in Green Chemistry Education, Zuin, V.G., Mammino, L, Eds; The Royal Society of Chemistry: London, United Kingdom; pp. 179-212. https://doi.org/10.1039/9781782621942-00179.

Mitra, M.; Nagchaudhuri, A.; Xavier Henry, M.S. (2016). Sustainability in BioEnergy Academy for Teachers (BEAT): Changing Perspectives and Practices Toward “Greening” the Curricula. In New Developments in Engineering Education for Sustainable Development, Leal Filho, W., Nesbit, S., Eds.; Springer International Publishing: Cham, 2016; pp. 185-197. https://doi.org/10.1007/978-3-319-32933-8_17.

Lee, N.E.; Gurney, R.; Soltzberg, L. (2014). Using Green Chemistry Principles As a Framework To Incorporate Research into the Organic Laboratory Curriculum. Journal of Chemical Education, 91, 1001-1008. http://doi/org/10.1021/ed300283y.

Brydges, S. (2016). Chemistry in Context: Integrating Chemical Information Literacy, Scientific Writing, and Contemporary Issues in the First-Year Undergraduate Curriculum. In Integrating Information Literacy into the Chemistry Curriculum; ACS Symposium Series; American Chemical Society: Washington, United States, Volume 1232, pp. 105-120. http://doi/org/10.1021/bk-2016-1232.ch005.

Fenner, R.A.; Ainger, C.M.; Cruickshank, H.J.; Guthrie, P.M. (2005). Embedding sustainable development at Cambridge University Engineering Department. International Journal of Sustainability in Higher Education, 6, 229-241. http://doi/org/10.1108/14676370510607205.

Glavič, P.; Lukman, R.; Lozano, R. (2009). Engineering education: environmental and chemical engineering or technology curricula – a European perspective. European Journal of Engineering Education, 34, 47-61. http://doi/org/10.1080/03043790802710193.

Shaeiwitz, J.A. (1996). Outcomes Assessment in Engineering Education. Journal of Engineering Education, 85, 239-246. http://doi/org/https://doi.org/10.1002/j.2168-9830.1996.tb00239.x.

Read Full-Text
About this article

SUBMITTED: 22 April 2022
ACCEPTED: 12 June 2022
PUBLISHED: 16 June 2022
SUBMITTED to ACCEPTED: 51 days
DOI: https://doi.org/10.53623/apga.v1i1.87

Cite this article
Jusoh, M. N. H. (2022). Green Engineering Education in Environmental Engineering Programme through Active Learning. Acta Pedagogia Asiana, 1(1), 18–25. https://doi.org/10.53623/apga.v1i1.87
Accessed
556
Citations
0
Share this article