3. Methods of Enhancement the Teaching and Learning of Thermodynamics
Due to the many problems face by students learning thermodynamics, various methods for enhancing the
teaching and learning thermodynamics have been designed and developed. From 1993 to 2009 there are
numerous published papers on the methods on enhancing the teaching and learning of thermodynamics. See
Table 1. The list is in descending order of the year the articles were published. Besides, some thermodynamics
text books such as written by Cengel and Boles [20] and Moran and Shapiro [21] had include CD-ROMs
consisting of materials on the subject matter. Publishers such as McGraw-Hill also provide a courseware on
thermodynamics that are accessible online.None of the developers of the methods listed in Table 1 stated that their methods were supported by learning
theory. However, Huang and Gramoll [13] claimed using the same structure as Multimedia Engineering Statics
which was supported by a learning theory when they developed Multimedia Engineering Thermodynamics.
An antidote for learning is to engage learners in active, constructive, intentional, complex, cooperative and
reflective learning activities [22]. These characteristics are the goals of constructivist learning environments
(CLEs). In the constructivist learning environments, learners engage in exploration, articulation and reflection;
while instructors provide instructional support in modeling, coaching and scaffolding [19, 22]. Jonassen [19]
stated that the essential components in CLEs include problem, question or project as the focus of the
environment; related cases; information resources; and cognitive tools. Cognitive tools are computer tools that
help visualize (represent), organize, automate, and enhance thinking skills. The focus on problem, question or
project constitutes a learning goal driving the learning process. Three major components need to be included in
the design of the problem: the problem context, the problem representation or simulation, and the problem
manipulation space [19]. The representation of the problem should be interesting, appealing and engaging.
Problem manipulation space provides meaningful learning in which learners are provided with opportunities to