Visual Resources for Learning Thermodynamics: A Neuroeducation Perspective

Abstract

Thermodynamics is an engineering subject that is particularly difficult to teach and learn because it requires strong abstract theoretical concepts and extensive multidisciplinary knowledge. This manuscript introduces mind map learning as an alternative methodology for structuring both the learning and teaching processes in a transparent way for students in the context of thermodynamics. Mind maps help students to learn in a non-linear way promoting out-of-the-box thinking. In a quantitative pre–post study, the student knowledge outcomes were investigated through surveys and compared with the results of a control group. Factor analysis was carried out grouping four principal categories (66% of the total variance): visual insight to create links between pre-existing and new knowledge; motivation, related to curiosity to learn new concepts; applicability and critical thinking. Cronbach’s alpha was 0.84, which revealed good internal consistency. The results obtained are explained through constructivist and neuroeducation theories pointing out the relevance of the following concepts: alignment between pre-existing and new knowledge, learning improvement when multisensorial resources are used (like visual forms, font size, colors, hearing, speaking, etc.), and the impact of visual information on brain executive functions. The key to genuine education is curiosity and experience, as well as diving into hands-on learning, asking questions, and experimenting to truly grow.