Integrating constructivist elements into the design of a courseware for enhancing the learning of thermodynamics

A courseware for enhancing the learning of thermodynamics has been designed and developed based on ADDIE instructional design model with the integration of constructivism learning theory and visualization characteristics. The development of the courseware, which follows the guidance of the ADDIE model, has five phases consisting of analysis, design, develop, implement, and evaluate. The constructivist approaches incorporated in the courseware include attention, perception, comprehension, active learning, motivation, knowledge construction, and collaborative learning. Constructivist relevant learning elements that facilitate knowledge construction by learners applied were coaching, scaffolding, and modelling. Visualization is an important part of communications process, and graphical images can be used to add emphasis, direct attention, and illustrate concepts. The five characteristics of visualization applied were interactivity, practicality, interconnectivity, hierarchy and viscompana (visualize, compute and analyze). The visualization courseware combined a few methodologies for facilitating learning that are learning activities and simulations. In the design phase the topics chosen are structured in such a way to incorporate most of external events in order to maximize interest, learning, and retention so that they can be learned effectively. This include organizing content to make it clear, integrating techniques to enhance intrinsic motivation, and the incorporation of frequent and active learning participation as recommended in the constructivist learning environment. The design courseware was tested on March 2011. Results of the pre and post tests of the concept inventory test for energy and the first law of thermodynamics show a significant improvement in students’ performance after learning using the courseware. The result is supported by paired sample t-test giving significant result in statistical analysis.