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Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil
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Researchers at a German university designed hands-on, low-cost laboratory experiments teaching environmental engineering students how microplastics affect soil processes, using a research-based learning approach instead of traditional lectures. The module was so effective that multiple students continued into graduate research on the topic and the course was made freely available online.
Abstract We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.
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Research digests by email
When a large batch of papers lands in the Atlas, we read through it and send a short write-up of what stood out.