Enhancing the Learning of Key Concepts in Applied Thermodynamics Through Group Concept Maps

This study evaluates the impact of using group concept maps in the teaching of Applied Thermodynamics in the Bachelor’s Degree in Industrial Electronics and Automation Engineering. The methodology consisted of selecting topics with a high conceptual load, collaboratively creating concept maps, and subsequently evaluating them by both students and teaching staff. Students achieved average scores above 7/10 in the concept map activity, with teacher and student evaluations averaging 7.8 and 7.3, respectively. Knowledge assessment via pre- and post-tests revealed a 20% increase in concept comprehension. For example, in the topic of Principles of Thermodynamics, the percentage of correct answers on the most complex question increased from 13% in the Pre-Test to 40% in the post-test. In the topic of Refrigeration Cycles, some questions showed an improvement from 18% to 25%. The students’ perception of the activity was positive, with an average satisfaction rating of 6.9 out of 10. Furthermore, most students acknowledged that the activity helped them stay engaged with the subject matter and identify errors in their own learning. The high participation in the activity, despite its low impact on the final grade, demonstrates the students’ strong motivation for this study approach. Therefore, the implementation of concept maps not only facilitated the understanding of key concepts but also promoted critical reflection and collaborative learning, establishing itself as an effective strategy in the teaching of Applied Thermodynamics.