Abstract:

Project-based laboratory activities offer a dynamic approach for pedagogical innovation in higher education Chemistry, particularly in specialized fields such as Surface Physical Chemistry. Traditional lecture-based teaching often limits opportunities for students to develop practical skills, critical thinking, and a deep understanding of interfacial phenomena.

This study explores the implementation of laboratory projects in undergraduate courses focusing on surface chemistry, including experiments on adsorption, surface tension, catalysis, and interface characterization. Students design experiments, collect and analyze data, and present their findings, fostering active learning, scientific reasoning, and collaborative problem-solving.

Preliminary results indicate that these projects enhance student engagement, motivation, and conceptual understanding of surface phenomena, while promoting transferable skills such as analytical thinking, communication, and teamwork. The findings suggest that integrating project-based laboratory learning in Surface Physical Chemistry provides an effective, student-centered strategy to transform traditional Chemistry education into a more interactive and applied learning experience.

The study involved four groups of three students, each contributing to a collectively shared set of results. The project integrated concepts from Surface Physical Chemistry with Chemical Kinetics and Analytical Chemistry, promoting interdisciplinary understanding and hands-on application of theoretical principles.

Keywords:

Surfaces, Chemical Kinetics, Project-based laboratory activities.