Students Learn Without Lectures: Scaffolded Problem-Based Learning in an Applied Fluid Flow and Heat Transfer Course
During active learning exercises, students are engaged in their own learning. As a result understanding and retention generally increase. This paper describes a class in which two major concepts were taught in modules where several forms of active learning were combined. Descriptions of the activities are included in the paper. Student learning was assessed through the projects and exams. There was no statistically significant difference in these students’ scores compared with students who had been taught the material in a traditional classroom by the same instructor.