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Why and how can mathematics improve the learning in chemistry and chemical engineering?

Lars Öhrström (Institutionen för oorganisk kemi) ; Lennart Vamling (Institutionen för värmeteknik och maskinlära) ; Claes Niklasson (Institutionen för kemisk reaktionsteknik)
The Swedish National Agency for Higher Education Quality Conference, 2001, Norrköping (2001)
[Konferensbidrag, övrigt]

Mathematics that is taught at all engineering universities in Sweden and other countries has not been changed for a very long time. With the shift toward greater use of mathematical numerical tools in many engineering subjects, the content and manner of teaching in mathematics are undergoing profound changes. Since the mathematics often is taught early in a curriculum, it is of interest to investigate how the learning in mathematics will have an effect on the learning in chemistry and chemical engineering subjects. In the present work we discuss how changes in mathematics education might influence the way of teaching and learning for the following subjects in the chemical engineering programme at Chalmers. Furthermore, some thoughts are provided on how the changed mathematical knowledge and skills among students and also integration in the engineering subjects might affect and help in a deeper learning approach in particular chemical engineering subjects, such as fundamental chemistry, chemical reaction engineering and bioprocess engineering which are important subjects within the different Programs at the school of chemical engineering.

Denna post skapades 2014-11-01. Senast ändrad 2015-02-11.
CPL Pubid: 205176


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Institutioner (Chalmers)

Institutionen för oorganisk kemi (1900-2003)
Institutionen för värmeteknik och maskinlära (1949-2002)
Institutionen för kemisk reaktionsteknik (1972-2001)



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