TY  - JOUR
T1  - Research Laboratory-Based Learning (LBL) Methodology in Instilling Multi
Skills and Ethical Work Habits for Engineering Students in Japan
AU - Aludin, M.S. AU - Saifuddeen, S.M. 
JO  - The Social Sciences
VL  - 12
IS  - 7
SP  - 1128
EP  - 1135
PY  - 2017
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2017.1128.1135
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2017.1128.1135
KW  - Research laboratory-based learning
KW  -social interaction
KW  -apprenticeship
KW  -multi skills
KW  -ethical work habits
AB  - This study introduces research Laboratory-Based Learning (LBL) as a practical learning methodology for engineering students at Japanese universities. LBL methodology is mainly based on Vygotsky’s social constructivism learning theory. In LBL methodology, students are encouraged to experience free exploration during learning process while at the same time the social interaction and apprenticeship culture embedded in this methodology are able to instill multi skills and ethical work habits among the students. There are nine elements that characterized LBL methodology: professor leadership, structured organization, enclosed physical environment, group research, mentoring and apprenticeship, engagement in research tasks and activities, student-centered approach, holistic approach and cohort system. Learning by LBL methodology is akin to working in a well-established corporate factory in terms of commitment delivered and the professional working style practiced. Such learning experience instills positive attributes in graduates and designs employable graduates tailor-made to fit well in the job markets. This study therefore, attempts to suggest LBL method to be implemented for undergraduate (final year students) and postgraduate program or any research group in university, in the hope that the teaching and learning experience, particularly in engineering and technology program, can be enhanced and be made more meaningful.
ER  -