Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Computers in Education
Improving student outcomes using active learning techniques is a well-studied approach that can engage students to reach higher levels of learning. In this paper, I will present experiences from my implementation of active learning in sophomore-level Mechanical Engineering thermodynamics classes. The primary change made to the course was to add problem-based learning activities leveraging Jupyter Notebooks to evaluate thermodynamic properties. Jupyter Notebooks are a web-based programming environment widely used in software and other industries that allows students to combine code with equations and explanations of their work. By using this software to solve open-ended design problems, students move from the Remember, Comprehend, and Apply steps of Bloom’s Taxonomy to the Analyze, Synthesize, and Evaluate stages. Integrating Jupyter Notebooks and design problems to these courses has involved several challenges, including developing a custom interface to CoolProp in Python, using a flipped classroom to shift contact hours to focus on problem solving, students' comfort with programming in Python, as well as ensuring students retain a physical understanding of the subject. I will also discuss some lessons learned in the process and future improvements that I am pursuing for my implementation.
Weber, B. (2020, June), Work in Progress: Using Jupyter Notebooks to Climb Bloom’s Taxonomy in Thermodynamics Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35700
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