Flipping the Classroom and Turning the Grades: A Solution to Teach Phase Diagrams to Engineering Students
Flipping the Classroom and Turning the Grades: A Solution to Teach Phase Diagrams to Engineering Students

Summary/Abstract: In higher education at applied universities phase diagrams are introduced already in introductory material science courses for mechanical, automotive and economical engineers. Phase diagrams may simply be described as alloying maps in material science to help characterize microstructures and properties of engineering materials. However, the required thermodynamic background knowledge is considered high level and understanding of the cooling procedure of metal melts as well as microstructure of metal alloys is challenging. Common teaching material presents phase diagram as a working tool, but does not explain how to interpret the microstructure of materials and leaves frustrated first year engineering students behind. Knowledge on “how to read” phase diagrams is expected from students in advanced courses, but requirements are seldom met. Teaching phase diagrams in an “inverted classroom” scenario is a method to let undergraduate students in their first year study the science on their own and then take time to discuss their questions and do extended hands on lectures or exercises in class. Implementing the inverted classroom approach in an introductory material science course at HTW Berlin has been proven to be successful in terms of learning outcome, problem solving skills related to phase diagrams and in improving grades. Although the time of preparation for eight contact hours is raised by a factor of approximately four, the positive and sustainable learning outcomes make it fun to teach and worth the effort. This study aims at a successful method to gain sustainable knowledge on how to read and interpret phase diagrams and increase the students motivation.

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