New Perspectives in Science Education

This paper reports the design and implementation of an innovative project-based learning experience in a first-year introductory physics course on electricity aimed at biotechnology and chemical engineering students. The intervention was developed within a Tec21 educational model (1) five-week intensive course structured in three modules, Physics, Computational Methods, and Challenge, delivered through a team-teaching format that included a field instructor to contextualize the project within students’ professional domains. The course project, known institutionally as a “challenge,” involved constructing a reliable low-cost conductimeter using readily available components (resistors, a transformer, and carbon electrodes) which has been proposed in the literature (2). Students compared their prototype against a Vernier educational model, achieving nearly identical performance. The project integrated key physics topics such as current, resistance, voltage, and circuit analysis, while computational methods were applied to estimate the dielectric constant of water using the Debye–Hückel–Onsager equation. Students tested the instrument in two professional contexts, monitoring the conductivity of vegetables (food industry) and tracking conductivity changes during a chemical reaction (chemical process analysis). Results from a mixed-methods evaluation, including Likert-scale items and open-ended questions, revealed high engagement and perceived relevance: 85.7% agreed they learned new things, and 71.4% found it useful for understanding physics concepts. Furthermore, over half the students agreed the project was very much related to their professional domains. Qualitative responses highlighted authentic learning, hands-on practice, and interdisciplinary relevance, though some students reported frustration with technical challenges. Overall, the project strengthened students’ perception of physics as meaningful to their professional future, promoting engagement, interdisciplinary integration, and resilience in problem-solving through an authentic and challenging learning experience.

Project-Based Learning, Introductory Physics Education, Disciplinary Relevance

[1] Olivares, S. L. O., Islas, J. R. L., Garín, M. J. P., Chapa, J. A. R., Hernández, C. H. A., & Ortega, L. O. P. (2021). Tec21 Educational Model: challenges for a transformative experience. Editorial Digital del Tecnológico de Monterrey.

[2] Set, S., & Kita, M. (2014). Development of a handmade conductivity measurement apparatus and application to vegetables and fruits. Journal of Chemical Education, 91(6), 892-897.