Integrating SOLO Taxonomy with Active Learning in Chemical Engineering Process Simulation

Abstract

This study presents a structured pedagogical intervention that integrates Active Learning strategies with the Structure of the Observed Learning Outcome (SOLO) Taxonomy to enhance cognitive development and technical competency in a Process Simulation and Integration course for third-year chemical engineering students. The course was redesigned to align weekly learning activities with SOLO’s five hierarchical levels, progressing from basic unit operations to advanced process optimization using tools such as Aspen HYSYS. Active learning techniques including hands-on simulations, team-based problem-solving, reflective journals, and gallery walks were implemented during Semester 2 of the 2022/2023 session at Universiti Malaysia Sabah (UMS), engaging 50 students in a scaffolded learning journey. Assessment data showed a 48% improvement in problem-solving proficiency, alongside enhanced software fluency and teamwork. Reflective journals and peer evaluations confirmed gains in conceptual understanding and confidence in tackling complex engineering problems. The findings underscore the value of aligning cognitive taxonomies with active pedagogical strategies to support deep learning, engagement, and real-world application. This approach offers a replicable model for engineering educators aiming to foster 21st-century skills in simulation-based courses.