Citation: Xin Dong, Ruimei Xu, Wenxia Zhao. Exploration of transmission electron microscope training model based on problem-based learning[J]. University Chemistry, ;2026, 41(7): 54-59. doi: 10.12461/PKU.DXHX202505034 shu

Exploration of transmission electron microscope training model based on problem-based learning

Instrumental Analysis and Research Center, Sun Yat-Sen University, Guangzhou 510275, Guangdong Province, China

Corresponding author: Wenxia Zhao, zhaowx@mail.sysu.edu.cn
Received Date: 14 May 2025
Revised Date: 27 August 2025

As a crucial characterization tool in materials science and life sciences, the transmission electron microscope (TEM) requires operators to possess both comprehensive theoretical knowledge and proficient operational skills. Addressing current training limitations such as fragmented knowledge delivery and limited student engagement in practical applications, this study incorporates the problem-based learning (PBL) approach into TEM training. By implementing authentic research scenarios, the PBL model facilitates deeper understanding of TEM principles while simultaneously enhancing operational and analytical competencies as learners solve real scientific problems. Theoretical analysis and case studies demonstrate the effectiveness of PBL in fostering independent inquiry skills, offering innovative perspectives for training on sophisticated analytical instrumentation.
- Problem-based Learning,
- Transmission electron microscope,
- Instrumentation training,
- Independent inquiry skills
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