ORGANIZING A PROBLEM-BASED LECTURE ON THE FUNDAMENTALS OF THERMODYNAMICS

Abstract

This article presents a model for organizing a problem-based lecture on the fundamentals of equilibrium and non-equilibrium thermodynamics in higher education institutions. The discussion focuses on selecting core problems for the topic and constructing a system of auxiliary problem-solving questions.

The study emphasizes that structuring lectures around problem-solving approaches fosters students' critical thinking, creative exploration, and practical problem-solving skills. The analysis highlights opportunities to enhance student engagement in the learning process through problem-based scenarios.