Teaching Fluid Mechanics for Undergraduate Students in Applied Industrial Biology: from Theory to Atypical Experiments

Abstract : EBI is a further education establishment which provides education in applied industrial biology at level of MSc engineering degree. Fluid mechanics at EBI was considered by students as difficult who seemed somewhat unmotivated. In order to motivate them, we applied a new play-based pedagogy. Students were asked to draw inspiration from everyday life situations to find applications of fluid mechanics and to do experiments to verify and validate some theoretical results obtained in course. In this paper, we present an innovative teaching/learning pedagogy which includes the concept of learning through play and its implications in fluid mechanics for engineering. Examples of atypical experiments in fluid mechanics made by students are presented. Based on teaching evaluation by students, it is possible to know how students feel the course. The effectiveness of this approach to motivate students is presented through an analysis of students' teaching assessment. Learning through play proved a great success in fluid mechanics where course evaluations increased substantially. Fluid mechanics has been progressively perceived as interesting, useful, pleasant and easy to assimilate. It is shown that this pedagogy which includes educational gaming presents benefits for students. These experiments seem therefore to be a very effective tool for improving teaching/learning activities in higher education.
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Contributor : Rafik Absi <>
Submitted on : Friday, June 3, 2011 - 12:29:58 PM
Last modification on : Friday, June 14, 2019 - 1:36:54 AM
Long-term archiving on : Sunday, September 4, 2011 - 2:22:23 AM


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  • HAL Id : hal-00598024, version 1
  • ARXIV : 1106.0656



Rafik Absi, Caroline Nalpace, Florence Dufour, Denis Huet, Rachid Bennacer, et al.. Teaching Fluid Mechanics for Undergraduate Students in Applied Industrial Biology: from Theory to Atypical Experiments. International Journal of Engineering Education, Tempus Publications, 2011, 27 (3), pp.550-558. ⟨hal-00598024⟩



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