From Laboratory Safety to Workplace Safety: From Student to Professional

Abstract

"From Laboratory Safety to Workplace Safety: From Student to Professional" Based on Biggs' SOLO model for distinguishing different levels of learning outcomes, an OBTL strategy is to be employed to elevate student learning at levels 1 and 2 to relational and extended learning (levels 3-5). The strategy will be applied to the achievement of self-awareness of learners in construction safety. Students learned how to build up a hazard assessment model by participating in laboratory safety modules during their undergraduate coursework. Building and construction related site visits were arranged. By conceptualizing the site conditions using projective and adaptive thinking, each student had to list out the potential hazards and related preventive methods. They had to validate their scenarios during the visit and also identified additional risks to supplement the hazard assessment model. A review session was held after each visit for group discussions, experience sharing and to provide feedbacks. Learning was reinforced by aligning the actual outcomes with the planned intended outcomes. Thus the knowledge gained in laboratory safety was extended to real life work safety as students were equipping themselves to become professional.