Integrating Project-Based Learning in Chemical Thermodynamics Education

This study investigates the incorporation of project-based learning into a Chemical Thermodynamics course tailored for Bachelor of Engineering and first-year Master's students in Chemical Engineering and Materials Science at the University of Liège. The course restructures existing activities using a three-phase competency evaluation model.
In Phase 1, students engage in a complex project that requires selecting and combining elementary tasks completed during tutorials. Phase 2 deconstructs the complex task into simpler tasks, providing explicit weekly instructions to guide students with their newly acquired knowledge. Phase 3 involves presenting simple, decontextualized tasks during tutorials, which correspond to the elementary procedures necessary for the complex task.
The course is divided into two sections: evaluating the physical and thermodynamic properties of pure substances, and methods for mixtures, including multiphase equilibria and thermochemical quantities of reactions. Projects are introduced at the beginning of each section and undergo formative evaluation at mid-term.
This approach aims to deepen students' understanding of theoretical concepts through authentic projects and sustain their motivation by clearly defining weekly tasks. The study underscores the advantages of this structured approach in enhancing student performance and engagement in chemical thermodynamics education.