Rausenberger, Julia
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Julia
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Rausenberger, Julia
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- PublikationAn “Agile” project planning course. Learning by doing in process engineering education(Elsevier, 07/2024) Riedl, Wolfgang; Brown, Andrew; Rausenberger, Julia [in: Education for Chemical Engineers]Process engineering education requires a comprehensive foundation and practical application. To bridge the gap between theoretical education and market requirements, a "Project Planning Course” has been offered since 2018 as part of the MSc specialization in Chemical Engineering at the FHNW School of Life Sciences. The course didactics combines the principles of an “agile” teaching mindset and problem-based learning, which optimally support the experience of this module. Students had to work on unresolved real-world problems, make decisions based on incomplete information, and present their work in a board meeting role play with board members from industry. These situations represent typical real-world challenges for future chemical engineers. The results show that most of the students learned to cope with the unconventional teaching methodology. The students’ evaluations of the module have been very positive, especially the fact that the active participation of the students triggers the actual learning process - which means that the essential learning goal has been achieved.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationHow do students use basic aspects of functional thinking when learning mathematics in a chemistry context?(European Society for Engineering Education (SEFI), 2023) Friedhoff, Lars; Roth, Jürgen; Rausenberger, JuliaThe mathematical concept of function is challenging for students in first-year undergraduate mathematics courses, especially when the concept is applied in the context of STEM courses. This difficulty is often due to a lack of conceptual understanding of functions. From a normative perspective, conceptual understanding of functions involves 1) dealing with the different representations of a function, namely table, graph, analytical term and verbal description, while 2) considering three different aspects of functions, namely correspondence, covariation and object. Previous research suggests that the covariation aspect is essential for achieving a sophisticated conceptual understanding of functions. In order to promote the conceptual understanding of functions, a digital self-learning environment was developed and implemented in the first-year basic mathematics course at the School of Life Sciences, University of Applied Sciences and Arts Northwestern Switzerland (FHNW). To facilitate the transfer of mathematical knowledge to applied STEM courses, the mathematical learning environment focuses on chemical reactions, where the concentration of the reactants is analysed. Initial findings from the qualitative content analysis show 1) how students use the different aspects of mathematical functions in the context of chemical reactions and 2) how the covariation and object aspects support students in linking the chemical context to mathematical representations.04B - Beitrag Konferenzschrift
- PublikationDidaktisch sinnvolle Online-Prüfungen in der Mathematik-Grundausbildung an Fachhochschulen(Forum Neue Medien in der Lehre Austria, 2023) Mülken, Oliver; Friedhoff, Lars; Kramer, Franziska; Pude, Frank; Rausenberger, Julia [in: FNMA Magazin]01A - Beitrag in wissenschaftlicher Zeitschrift