CONSTRUCTIVIST PRINCIPLES AS USED FOR ENHANCING ACTIVE LEARNING – CASE: ENGINEERING THERMODYNAMICS

Engineering Thermodynamics is an important engineering discipline in universities, concerned mainly with traditional and alternative sources of energy in terms of availability, movement, and conversion. However, much discontent can be found in the literature regarding teaching deficiencies and recognized learning difficulties associated with this subject. Many attempts have been tried, such as the blended learning approach, active learning techniques, computer-based instruction, critical thinking enhancement and the use of technology such as a virtual laboratory. In the present contribution, the principles of the constructivist approach are integrated in order to enhance students’ active learning. This is very relevant when using the CDIO approach which emphasizes active learning (CDIO Standard 8). The new constructivist learning elements include a much greater emphasis on coaching, scaffolding, and modelling. The improvement of student learning and retention of concepts after integrating the principles of the constructivist approach is measured using a pre- post-assessment experiment. The findings encourage engineering educators and educational institutions to prefer constructivist principles over traditional principles to (1) increase more effectively students’ interest in Engineering Thermodynamics, (2) ensure more effective learning of the general understanding of Engineering Thermodynamics, and (3) support more effectively students’ learning of knowledge and skills required to solve more difficult Engineering Thermodynamic problems.