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Exploration of Hands-On Discovery Pedagogy in Heat Transfer

[+] Author Affiliations
Thomas E. Diller, Chris Williams

Virginia Tech, Blacksburg, VA

Paper No. HT2013-17597, pp. V004T16A003; 8 pages
doi:10.1115/HT2013-17597
From:
  • ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology
  • Volume 4: Heat and Mass Transfer Under Extreme Conditions; Environmental Heat Transfer; Computational Heat Transfer; Visualization of Heat Transfer; Heat Transfer Education and Future Directions in Heat Transfer; Nuclear Energy
  • Minneapolis, Minnesota, USA, July 14–19, 2013
  • Conference Sponsors: Heat Transfer Division
  • ISBN: 978-0-7918-5550-8
  • Copyright © 2013 by ASME

abstract

Recent research in the development of the “Thermal and Transport Concept Inventory” test (TTCI) has shown that, despite completing several related courses, students have significant misconceptions of heat transfer principles such as the differences between heat, energy and temperature. This lack of conceptual understanding limits students’ problem-solving abilities (and thus their transition to expertise) and their ability to transfer knowledge to other courses and contexts. This research demonstrates how this problem can be addressed by integrating hands-on workshops into a traditional heat transfer lecture course. The workshops are designed to actively engage students in exploration and discovery using authentic problems. Using heat flux sensors allows students to physically observe abstract phenomena that cannot be easily observed.

Copyright © 2013 by ASME
Topics: Heat transfer

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