Abstract
Concept maps, also called mind maps, are a widely utilized educational tool. While numerous studies cite the benefits of concept mapping as a tool for student learning, the use of concept maps is more common in non-engineering disciplines. This study examines student perceptions and academic performance in an undergraduate, introductory Thermodynamics course for students majoring in Mechanical Engineering. The pedagogical approach includes incorporating student-developed concept maps, as well as an interactive study tool for First Law analysis. Qualitative and quantitative results are presented. Results are limited to a single institution and a small sample size of students. Future work will expand the data set and include multiple institutions.
DOI
10.5703/1288284316908
Keywords
thermodynamics, concept map
Recommended Citation
Lofton, Jessie, "Introducing Concept Maps in Undergraduate Thermodynamics" (2019). ASEE IL-IN Section Conference. 1.
https://docs.lib.purdue.edu/aseeil-insectionconference/2019/classroom/1
Included in
Introducing Concept Maps in Undergraduate Thermodynamics
Concept maps, also called mind maps, are a widely utilized educational tool. While numerous studies cite the benefits of concept mapping as a tool for student learning, the use of concept maps is more common in non-engineering disciplines. This study examines student perceptions and academic performance in an undergraduate, introductory Thermodynamics course for students majoring in Mechanical Engineering. The pedagogical approach includes incorporating student-developed concept maps, as well as an interactive study tool for First Law analysis. Qualitative and quantitative results are presented. Results are limited to a single institution and a small sample size of students. Future work will expand the data set and include multiple institutions.
