Understanding Chemical Engineering Student’s Learning of Process Systems Engineering from Metacognitive Perspectives

Abstract

Process systems engineering (PSE) in the field of chemical engineering education requires a systems approach to process design and process integration which emphasizes the unity of the processes and considers the interactions between different unit operations and processes. Understanding the behavior and interaction of such systems often times require the evaluation and calculation of multiple mathematical equations which are more easily accomplished in a technology-enhanced learning environment particularly with the use of e-learning and computational tools. The integration of computer aided courses within the curriculum of the undergraduate chemical engineering degree has thus become essential in preparing students for professional practice. In addition, previous works have shown that these discipline specific computer-aided exercises can potentially assist in the development of metacognitive skills. However, the evaluation of the effectiveness of these tools in learning PSE based from metacognitive perspectives has not yet been fully assessed. Early studies on metacognition refer to it as a concept wherein an individual is aware and able to regulate his cognitive activities such as reasoning skills and perception in the learning processes. Traditional lecture delivery for example has not been considered effective for promoting higher order thinking and learning in students. This work thus explores how learning is enhanced through the use of discipline specific problem solving exercises with the aid of various computational tools and software packages. The pilot study involved creating story problems for computer-aided based course in the undergraduate chemical engineering curriculum of a certain private Philippine university. The study utilizes an evaluation instrument based on Metacognitive Activities Inventory (MCAI) to measure the metacognitive skilfulness of the students. This study also presents implications on future research directions in evaluating student’s e-learning strategies.