Enhancing the outcome based teaching-learning process through laboratory session to impart critical thinking to the learners: Demonstrating of conflicting results of various concrete workability tests
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Date
2019-06-08
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K.K Wagh Institute Of Engineering Education and Research (KKWIEER), Nashik
Abstract
An effective teaching-learning process plays a vital and significant role owing to the fact that it has major contribution to improve the quality of education. The process needs to be dynamic, scientific, logical and outcome based in Engineering Education. The learning domains are broadly classified as cognitive domain (knowledge), psychomotor domain (skills) and affective domain (attitudes). Bloom's Taxonomy of learning levels, introduced in 1956 and revised in 2001caters to the classification of educational goals,
objectives and standards. Moreover, it is pragmatically close to the cognitive domain. The Bloom‘s Taxonomy presents the ascending orders of learning as Remembering, Understanding, Applying, Analyzing, Evaluating and
Creating. It is well established fact that, unlike certain Engineering Programs wherein the learners have to constantly deal with the soft wares, circuits, etc. in the laboratory, Civil Engineering Program comprises of bulky laboratories to cater to the material testing. Concrete Technology Laboratory is one among those. Workability of fresh concrete is one of the important parameters,
defined as the ease with which the concrete can be worked and molded; the comfort and convenience with which it can be placed and compacted adequately. There are various tests for arriving at workability value of a fresh
concrete. While dealing with Concrete Technology course during Second Year, the undergraduate Civil Engineering learners undergo theoretical concepts in connection with these workability tests and subsequently carry out laboratory tests as per the guidelines laid down in the relevant standard codes of their respective countries. The learners carry out each test of workability mentioned in their curriculum, separately. As a usual practice, they
present their results and comments to the instructor. The combined effect of theoretical concepts learnt and laboratory experiments conducted in order to merely cope up with the curriculum requirements is that the learners
confine themselves to the low learning levels of Blooms Taxonomy like Remembering, Understanding and to some extent, Applying. Moreover, learners get accustomed to concept. For a field expert or an experienced academician, such an exercise may seem meager. But, from learners‘
perspective, it adds a value through a bit of research component associated with it. The paper does not intend to explain the procedure of workability tests. It is directed towards directly using the workability test results to
connect it to the enhancement of learning level and contribution towards improved outcome based teachinglearning process.
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Proceedings of National conference on Exploring New Dimensions in Teaching and Learning for Quality Education