##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
One of the broad and intricate subfields of physics is fluid mechanics. Learning techniques for students are an essential component of learning fluid mechanics because they increase their motivation to learn, enhance learning outcomes, and encourage active participation in class. An overview of the prior research was highlighted in this publication, and several fluid mechanics learning methodologies were looked at in this review. The study found that the majority of students performed well in group settings, particularly when fluid mechanics principles are used in practical settings, which is the most successful teaching method. The studies that were reviewed in this literature review demonstrated that offering students team-based experiential learning is the best way to inspire them to learn fluid mechanics and to recognize the value of doing so. Therefore, by developing ideas and putting them into practice through active exploration, students learn more.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Cervin-Ellqvist, M. & Larsson, D., (2019). Learning strat-egies of engineering students How do they study outside class, and why?, Gothenburg, Swe-den. Department of Communication and Learning in Science.
Dempster W., et.al., (2013). Teaching of Thermodynam-ics and Fluid Mechanics using Interactive Learning Methods in Large Classes.
Dulonsky, J., et.al., (n.d.). Improving Students’ Learning With Effective Learning
Fang, N., et.al. (2017). A quantitative investigation of learning styles, motivation and learning strategies for undergraduate engineering students
Gamez-Montero J.P. et.al., (2015). Methodology For De-veloping Teaching
Activities And Materials For Use In Fluid Mechanics Courses In Undergraduate Engineering Programs
Golter P.B (2005). Combing Learning Pedagogies in Fluid Mechanics and Heat Transfer. Washington State University.
Kolb, D. A., (1984). Experiential Learning: experience as the source of learning and development. Eng-lewood Cliffs, Prentice Hall.
Meyer, J. H., et.al., (2015). An empirical exploration of metacognitive assessment activities in a third-year civil engineering hydraulics course.
Munson, B.R., Young, D.F., Okiishi,T.H., Huebsch, W.W., (2009), Fundamentals of Fluid Mechanics, 6th Edi-tion, John Willey and Sons.
Olwi I., (2006). An active learning fluid mechanics course based on outcomes assessment. King Abdulaziz University.
Paimin, A., et.al., (2017). Learning strategies as an ena-bler of study success. Pertanika Journal of Social Sciences and Humanities, 25, (May), pp. 157 - 165.
Patil, A., et.al, (2009). Assessment of Hands-on Activities to EnhanceStudents' Learning in the First Year En-gineering Skills Course.
Pokay, P. and Blumenfeld, P.C., (n.d.). Predicting achievement early and late in the semester: the role of motivation and use of learning strategies. J. of Educational Psychology.
Revathy, P., (2021). Perspective Study of Fluid Dynamics towards Engineering Students: A Short Review
Schmeck, R. R. (2013). Learning strategies and learning styles: Springer Science & Business Media. Sri Krishna College of Engineering And Technology, Coimbatore, Tamilnadu, India.
Sena-Esteves T. et.al., (2017). Teaching Impact and Evaluation Methodology Assessment in a Fluid Mechanics Course: Students' Perceptions
Stewart-Wingfield, S., et.al., (2005). Active versus pas-sive course designs: The impact on student out-comes. Journal of Education for Business, 81(2), 119-125.
Vaidya A. (2020). Teaching and Learning of Fluid Me-chanics. Department of Mathematics, Montclair State University, Montclair, NJ 07043, USA.
Standard Minimum Rules for the Treatment of Prisoners. Retrieved from https://www.unodc.org/pdf/criminal_justice/UN_Stand-ard_Minimum_Rules_for_the_Treatment_of_Prisoners.pdf