Utilizing a Differentiation Framework, Piagetian Theories and Bloom’s Taxonomy to Foster Experiential Learning Activities in Chemical Engineering

Abstract

This chapter will explore the development of laboratory experiments and analysis for undergraduate chemical engineering students, by utilizing a differentiation framework specifically adapted for university-level education. The differentiation framework explores the relationship between Piagetian and post-Piagetian thinking skills with differentiated learning skills, demonstrating links with Bloom's taxonomy and experiential learning theories. Experimental activities developed within such a framework will allow all students to participate fully in the learning experience intended, as they will be given opportunities to reflect on the learning, and put this new learning into action, within their current thinking operational level. This chapter provides an in-depth look into the educational framework proposed, and then shows examples of how it is used in the development of experimental activities. Educators following this advice will greatly enhance the educational outcomes of the experimental activities conducted.