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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||Abstract:||
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.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/2587||Open URL:||Link to full text||Type:||Journal Article|
|Appears in Collections:||Department of Mechanical Engineering|
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