Saqib, N. (2024, June), Using Concept Maps in an Undergraduate Heat Transfer Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48232

\bibitem{asee_peer_48232}
  Saqib, N. (2024, June), \emph{Using Concept Maps in an Undergraduate Heat Transfer Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--48232

Najmus Saqib.  "Using Concept Maps in an Undergraduate Heat Transfer Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48232 Internet.  16 Dec, 2024

\bibitem{asee_peer_48232}
  Najmus Saqib.
  "Using Concept Maps in an Undergraduate Heat Transfer Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48232 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_48232
author = "Najmus Saqib"
title = "Using Concept Maps in an Undergraduate Heat Transfer Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48232}
number = {10.18260/1-2--48232}
}

TY  - CPAPER
AB  - Concept maps are widely used in foundational non-engineering science courses to help students express their own understanding of course material. By creating a concept map, students are able to visualize the relationships between different course topics. In recent years, the use of concept maps in fundamental engineering courses has gained growing attention. They have been reported to be very effective in providing students with an interactive learning experience by leveraging constructivist pedagogy. This work reports the effectiveness of integrating concept maps as a learning tool in an undergraduate Heat Transfer course for students majoring in Mechanical Engineering. Over the course of the semester, students were asked to create two concept maps: one for thermal conduction and one for convection. The students worked on the concept maps in small groups at regular intervals in class, and they grew as new material was covered. After student groups developed their own concept maps, instructor-created concept maps were also shared with the class immediately before exams, to serve as an exam study tool. A survey was conducted at the end of the semester to gauge student perceptions of using the concept maps. Qualitative and quantitative results from the survey are presented. The classroom approach to creating and using the concept maps was refined after the first round of student feedback data was collected. Concept maps were found to be a useful, constructive learning tool for visually connecting and organizing course topics for both students and instructors. The results are limited to a single, primarily undergraduate institution with small class sizes. Future work will seek to expand the data set by including multiple institutions. This paper provides instructions on running the classroom activity to encourage students to build their concept maps, provides examples, and presents qualitative and quantitative student feedback from multiple offerings of the course.
AU  - Najmus Saqib
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Using Concept Maps in an Undergraduate Heat Transfer Course
UR  - https://peer.asee.org/48232
DO  - 10.18260/1-2--48232
ER  -