Improving the Learning Outcome of a Study Visit Using Inquiry-Based Learning

Abstract

The aim of this project has been to develop and hopefully improve an existing combined field trip
and laboratory experiment. The combined field trip and laboratory is a non-mandatory part of the
course Urban Waters, which is a selectable course for students in Chemical Engineering and the
Water Resources master programme. The field trip is a study visit at the Staffanstorp Wastewater
Treatment Plant. The person responsible for the course gave us a few instructions on what she
would like to be improved. These instructions, which have been the starting point for us when
working on this project, could be summarized as follows:

• The course instructor is interested in applying Inquiry-Based Learning (IBL). IBL has consequently been investigated by us, together with other pedagogical methods, in order to determine how it can be implemented in this field trip.

• The guided tour is so far a rather passive element. It is desired that the students take a more active role in this part.

• The laboratory experimant in this field trip is open for discussion and could possibly beimproved as well. However, time, expenses and the availability of supervisors are alllimiting factors that will have to be taken into account.

In order to complete this task, we have investigated a number of pedagogical methods that we
believe could have a positive impact on a field trip, and we give examples of how they have been
applied in the past to motivate and activate students in scenarios similar to our case. Finally, we
have given some examples of how to implement the methods in our particular case.