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Title: Student-centered, concept-embedded problem-based engineering thermodynamics
Authors: Nasr, Karim 
Thomas, C. Duane
Affiliations: Department of Mechanical Engineering 
Issue Date: 2004
Part of: International journal of engineering education
Volume: 20
Issue: 4
Start page: 660
End page: 670
Classical thermodynamics is restructured to start with practical applications where fundamental principles are introduced just in time and on a need-to-have basis. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. Students assess their own knowledge in the process and produce concept maps linking fundamental principles to basic equations. This approach can be labeled as student-centered, concept-embedded, and problem-based. Students lead the lecture and discover knowledge (concepts) as they need it to solve practical real-world problems. They also gain practice in higher Bloom's Taxonomy levels of cognitive skills such as analysis, synthesis, and evaluation; skills that are much desired of engineers. The classroom format is interactive, somewhat informal, and revolves around students' needs. The traditional coverage of topics is packaged in the form of modules. Effectiveness of these modules is assessed using formative and summative tools and on a continuous basis. Undergraduate engineering students leave the course with enhanced thinking skills, and an increased level of retained knowledge.
Open URL: Link to full text
Type: Journal Article
Appears in Collections:Department of Mechanical Engineering

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