Understanding the first law of thermodynamics: teaching strategies and applications

Abstract

The teaching-learning process involves the use of various activities and strategies aimed at transmitting knowledge, skills and values to students. This study aims to design a didactic proposal that provides effective tools for teaching and learning the first law of thermodynamics. These tools are closely related to the scientific aspects of this law and the predominant learning style of students, according to psychological aspects. In accordance with the recommendations of the Ministry of Education (MINED), the use of active methodological strategies is promoted, supported by technological tools that dynamize, motivate and facilitate learning. These strategies should also strengthen written expression, the research process, and critical and reflective analysis, necessary for problem solving in the students’ environment. The study focused on developing didactic strategies for teaching the first law of thermodynamics, adapted to the students’ learning preferences, identified through Felder’s inventory. The aim is to connect theoretical foundations with everyday life through project-based learning. A qualitative approach was adopted. Initially, the predominant learning style among students was diagnosed using Felder’s inventory. Subsequently, a didactic proposal was designed based on active learning and the use of educational technologies. This proposal included practical activities, projects and critical reflection exercises. Data were collected through observations, surveys and academic performance evaluations. These data were analyzed to evaluate the relevance and effectiveness of the strategies implemented.