Toward inductive learning of energy-related concepts

Energy is an important topic in science and engineering. Yet, clear definitions of this concept are difficult to come by and, as a result, students often develop a limited understanding of energy and energy-related concepts. This is exacerbated by traditional, deductive means of teaching. In this paper, the authors report on an attempt at introducing an inductive approach to the teaching and learning of energy-related concepts, specifically conservation of energy. The approach was attempted among a select group of school students using inductive means, and was adapted from an article in the literature that addressed flight energy management training for pilots. The aim of the paper is to describe the intervention, which sought to foster a deeper understanding of energy flows within a system and place the school students in good stead for their subsequent design of an ultra-energy efficient hydrogen-powered vehicle. This is done in order to demonstrate how inductive learning can be enacted in an engineering curriculum. However, the intervention was implemented with a small sample of students and, as such, further attention needs to be given to how such an inductive learning approach can be incorporated into formal curricula at both school and university levels, with a diverse range of students, and with diverse topics.