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M. V. Biezma Moraleda, P. Linhardt, I. DeCoito, Y Hedberg:
"Concept-Based Corrosion Education - Can Experiential Learning And Case Stories Help?";
in: "EDULEARN21 Proceedings", herausgegeben von: IATED; IATED Academy, Plaza Legion Española, 11 46010 Valencia SPAIN, 2021, (eingeladen), ISBN: 978-84-09-31267-2, S. 2662 - 2671.

Corrosion of materials is an important threat in many applications, since it leads to their degradation, possibly resulting in early failure of technical systems, posing risks to environment and human life, and generally causing high economic losses. Consequently, the existence and quality of corrosion education of scientists and engineers will have a strong impact on reliability and sustainability of future technologies. Assessing the impact of corrosion education at the university level is hence crucial. Here, we describe insights from three corrosion professors in three different programs and countries. We also depict our plans to design a longitudinal corrosion education study, which could answer the question of how corrosion education could be optimized in terms of didactic efficiency and accompanying
educational approaches. Corrosion is a complex process involving chemical, biological and physical mechanisms, thus requiring multidisciplinary knowledge. Most commonly, corrosion education includes theoretical knowledge on electrochemistry, thermodynamics, kinetics, material classes, and some selected corrosion types. With that knowledge alone, it might be difficult to analyze and understand
complex real corrosion scenarios. Therefore, in addition to the theoretical basics, we use extensively the following course modules in our classes: 1) Story telling of real corrosion cases; 2) Outdoor corrosion case sightseeing tours; 3) Field trips to industry sites and/or industrial guest lectures. We report on our experiences with these modules. In summary, the main aim of this paper is to draw attention to the importance of self-learning for students, based on their own progressive improvements and supported by strong reference to the real world.

Corrosion education, experiential, case stories, self-learning