Problem-based learning in introductory thermodynamics and fluid mechanics

Problem-based learning (PBL) is a pedagogical approach which aims to create engaged and thorough long-term learning. Often achieved by setting problems centred around a challenge encountered in a discipline representative of a “real world” challenge. In the process of creating a new school of product design (SoPD) and associated degree programme at the University of Canterbury in New Zealand a PBL approach was adopted for a new course in fluid dynamics and thermodynamics, titled “Thermofluids”. Intended to provide students undertaking product design degrees sufficient understanding and appreciation of the material to apply theory to make informed design decisions when dealing with design challenges related to these areas. The school wished to take a novel approach to ensure that students would retain their understanding rather than a more essentialist pedagogical approach to teaching and assessment alone. The first task, to demonstrate their understanding of basic fluid dynamics, was to design and build a “waterclock”. A fluid driven means of marking the passage of time. The second task, to demonstrate their understanding of basic thermodynamics, was to design and build a “solar oven”. PBL challenges are typically open ended and intend to place the students at the centre of the process with educators serving as guiding hands rather than providing prescriptive instruction. The brief for each of these PBL challenges was kept deliberately open in line with PBL theory, the intention being for the students to determine their own parameters for success of the endeavour. However, some alterations were required regarding criteria for the tasks. Important to note that it was the absence of prescriptive criteria which presented an issue, not prescriptive instruction. The various reasons for this are discussed in the paper. Upon completion of the class students were asked to provide a class evaluation. Without prompting the PBL challenges were highlighted as a key positive of the class with students providing commentary that the challenges made the theory feel real and assisted with their understanding of the theory and helped them to prepare for the exam. The paper explores the nature of the PBL pedagogical approach and reflects critically upon the process in this class as a case study, providing insight and proposing theories thereon for further study.