Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

Abstract

This paper explores the effectiveness of using ‘structured examples in concert with prompting reflective questions’ to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants’ interviews. Students’ misconceptions were identified through pre-tests that evaluated students’ understanding of the chosen concepts, while conceptual change was assessed in pre-test–post-test design that revealed students’ ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students’ conceptual understanding of thermodynamic concepts.

Keywords:

• misconceptions
• thermal systems
• heat transfer
• conceptual understanding
• worked examples
• reflective questions

Acknowledgements

Eyitayo Olatunde Olakanmi wishes to acknowledge the University of Johannesburg, South Africa, for funding this study through the University of Johannesburg Post-Doctoral Fellowship Award. The authors are also grateful to the independent anonymous reviewers whose objective critique has improved the quality of this work.

About the authors

Eyitayo Olatunde Olakanmi is a Post-Doctoral Research Fellow in the Department of Mechanical Engineering Science, University of Johannesburg, South Africa. Presently, he is developing various teaching instructions to improve students’ understanding of engineering concepts in heat transfer/thermal systems, materials selection and design, and theory of machines modules. Mulalo Doyoyo is a Professor of Mechanics of Engineering Materials in the Department of Mechanical Engineering Science, University of Johannesburg, South Africa. His research interests are in mechanics of materials, thermal systems, and engineering education.