PROBLEM-BASED LEARNING: USING SIMULATORS TO ANALYSE COMPLEX EXAMPLES

Resumen

The development of competences such as self-learning, self-organisation, critical thinking and problem solving are key for students due to the transversal skills most demanded by employers. In this scenario, traditional learning models, based on memorisation, are not adequate and therefore, the implementation of new teaching methodologies is necessary. Problem-based learning is one of the new methodologies to develop these competences, where the learner is presented with an open-ended problem without an obvious solution. The implementation of this type of methodology powers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. In the case of complex process analysis, such as in the case of biological wastewater treatment, it is appropriate to use simulators that allow rapid prediction of the behaviour of the process under study. This work evaluates the use of a commercial simulator for the acquisition of basic knowledge of wastewater treatment and transversal competences for final year students of chemical engineering. The study evaluates the knowledge acquired by means of the results obtained in a multiple-choice test with a single correct option. The analysis of competencies was carried out by means of questionnaires. The results demonstrate that the problem-based teaching methodology allows students to internalise knowledge and internalise concepts developed in previous subjects. The students' assessment of this methodology is positive, and they even propose that it should be implemented in the rest of the subjects of the current degree program, since they consider that it is a way to encourage motivation, interest, and self-learning of the students. The use of simulators allows students to evaluate the influence of operating and design parameters of a complex process in a controlled space.