From Equations to Real Problems: A Problem-Based Reform of Thermodynamics and Statistical Physics Teaching in Higher Education

Abstract

Thermodynamics and Statistical Physics is a basic foundational course in undergraduate physics education; however, it is also widely considered as one of the most difficult study contents. Students frequently meet difficulties with abstract concepts, mathematical formalism, and the connection between macroscopic laws and microscopic explanations. Traditional teaching methods usually pay heavy focus on derivation works and regular exercise tasks, which can restrict students’ conceptual comprehension and reduce the link between theoretical knowledge and physical real situations. To solve these existing problems, this research puts forward a problem-based reform model for this course. The reform takes meaningful physical problems as starting points for learning activities, and it combines classroom discussion, concentrated mini-lectures, and case analysis works. Its target is to help students build a more coherent understanding about key concepts like entropy, equilibrium, and thermodynamic processes. This study discusses the theoretical basis, design details, classroom practice process, and wider educational importance of the reform. It argues that problem-based teaching can make Thermodynamics and Statistical Physics have higher engagement degree, more easy to understand, and more related to the cultivation of scientific reasoning ability in higher education.