Traditionally, the teaching and learning of introductory undergraduate Thermodynamics in Mechanical Engineering programs stressed the manipulation of formulas and the use of property tables. At present, the use of computer-based instruction is becoming more common in the classroom and it is proving to be a valuable tool for enhancing the educational experience of students. In teaching Thermodynamics, for example, much of the tedious manipulative and computational work encountered while solving problems can now be effectively and quickly executed by computer software. This approach leaves ample time for instructors to emphasize concepts and principles instead of procedures, and to foster an environment that helps students to master the underlying science of the discipline while minimizing computational burden. A comparative study between teaching introductory Thermodynamics using a traditional approach versus using the software EES (acronym for Engineering Equation Solver) as a computational tool is presented in this paper. A statistical comparison of academic performance in introductory Thermodynamics between two groups of engineering students of comparable academic level and capability but enrolled in different schools is also part of this study. Qualitative and quantitative results suggest that students can achieve a clearer understanding of concepts, definitions and principles of introductory Thermodynamics when using computer software as a tool in their learning process.
Comparison between Two Models of Engineering Students’ Intellectual Development
