Cocreating a Field Practical through a Participatory and Inclusive Approach, Involving Lectures, Measurements and Data Analysis, to Understand Key Air Quality Concepts
Saved in:
| Title: | Cocreating a Field Practical through a Participatory and Inclusive Approach, Involving Lectures, Measurements and Data Analysis, to Understand Key Air Quality Concepts |
|---|---|
| Language: | English |
| Authors: | Darpan Das (ORCID |
| Source: | Journal of Chemical Education. 2026 103(2):809-814. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Pollution, Field Instruction, Environmental Education, Undergraduate Students, College Science, Lecture Method, Science Instruction, Hands on Science, Active Learning, Student Projects, Measurement |
| DOI: | 10.1021/acs.jchemed.5c00374 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Most curriculums in the field of environmental science and engineering have limited hands-on training opportunities for students to understand the key concepts of air quality or atmospheric science. In this project, I used key pedagogical literature to design and develop a field practical for undergraduate (UG) Environmental Science students using low-cost air quality sensors. Through a co-creation based approach, students understood key concepts of indoor, outdoor, and personal air quality exposure monitoring using a hand-held direct reading instrument. Lecture sessions covered the theoretical aspect of the air quality measurement, which was then further illustrated in the practical sessions. I then used the student assessment to evaluate the learning outcome and to critically assess the findings. The findings clearly indicate the need for a hands-on-based practical that can influence several positive learning experiences among the students. Some of the key pedagogical concepts, co-creation, research led teaching, project based learning, and hands-on training, were identified as an effective way of teaching air quality concepts to undergraduate environmental science students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499636 |
| Database: | ERIC |
| Abstract: | Most curriculums in the field of environmental science and engineering have limited hands-on training opportunities for students to understand the key concepts of air quality or atmospheric science. In this project, I used key pedagogical literature to design and develop a field practical for undergraduate (UG) Environmental Science students using low-cost air quality sensors. Through a co-creation based approach, students understood key concepts of indoor, outdoor, and personal air quality exposure monitoring using a hand-held direct reading instrument. Lecture sessions covered the theoretical aspect of the air quality measurement, which was then further illustrated in the practical sessions. I then used the student assessment to evaluate the learning outcome and to critically assess the findings. The findings clearly indicate the need for a hands-on-based practical that can influence several positive learning experiences among the students. Some of the key pedagogical concepts, co-creation, research led teaching, project based learning, and hands-on training, were identified as an effective way of teaching air quality concepts to undergraduate environmental science students. |
|---|---|
| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.5c00374 |
