Kitchen science as a pedagogical model: Integrating students-constructed problem-based learning to enhance thermodynamic conceptualisation in physics education

Sizwe Jackson Clement Masuku; Sakyiwaa Boateng; Sizwe Jackson Clement Masuku; Sakyiwaa Boateng

doi:10.3934/steme.2026008

STEM Education

2026, Volume 6, Issue 2: 162-193. doi: 10.3934/steme.2026008

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Kitchen science as a pedagogical model: Integrating students-constructed problem-based learning to enhance thermodynamic conceptualisation in physics education

Department of Mathematics, Science and Technology Education, Walter Sisulu University, Mthatha, South Africa; smasuku@wsu.ac.za, sboateng@wsu.ac.za

Academic Editor: Feng-Kuang Chiang

Received: 07 November 2025 Revised: 09 January 2026 Accepted: 19 January 2026 Published: 03 March 2026

Thermodynamics remains one of the most conceptually challenging areas of undergraduate physics education, largely due to its abstract nature and limited opportunities for contextualised experimentation. This study investigated the effectiveness of a Kitchen Science–Problem-Based Learning (KS-PBL) pedagogical model in enhancing second-year undergraduate students' conceptual understanding of thermodynamic principles and related concepts, while fostering independent learning and scientific reasoning. The study further integrates thermodynamic principles with transport processes, distinguishing between conceptual understanding of thermodynamics and rate-based observations of heat transfer. Guided by an interpretivist qualitative case study design, the study involved a cohort of 50 students enrolled in a Physics Ⅱ Thermodynamics course. As part of their course structure, students collaboratively designed and conducted problem-based experiments in their home kitchens using readily available household materials to explore real thermodynamic phenomena. Data were collected from students' experimental logs, group presentations, and reflective statements, and were triangulated to ensure trustworthiness. Thematic analysis revealed notable improvements in students' conceptualisation of key thermodynamic concepts. Furthermore, students demonstrated enhanced analytical thinking, problem-solving ability, and appropriate use of scientific terminology, alongside increased creativity and resourcefulness in adapting everyday materials for scientific investigation. The findings suggest that the KS-PBL model effectively bridges the gap between abstract theory and lived experience, promoting deeper conceptual engagement and student autonomy. The study recommends that integrating KS within a PBL framework offers a viable and contextually relevant approach to thermodynamics instruction, especially in resource-constrained educational settings.
- conceptual understanding,
- kitchen science,
- problem-based learning,
- student-constructed experiments,
- thermodynamics
Citation: Sizwe Jackson Clement Masuku, Sakyiwaa Boateng. Kitchen science as a pedagogical model: Integrating students-constructed problem-based learning to enhance thermodynamic conceptualisation in physics education[J]. STEM Education, 2026, 6(2): 162-193. doi: 10.3934/steme.2026008

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Abstract

Thermodynamics remains one of the most conceptually challenging areas of undergraduate physics education, largely due to its abstract nature and limited opportunities for contextualised experimentation. This study investigated the effectiveness of a Kitchen Science–Problem-Based Learning (KS-PBL) pedagogical model in enhancing second-year undergraduate students' conceptual understanding of thermodynamic principles and related concepts, while fostering independent learning and scientific reasoning. The study further integrates thermodynamic principles with transport processes, distinguishing between conceptual understanding of thermodynamics and rate-based observations of heat transfer. Guided by an interpretivist qualitative case study design, the study involved a cohort of 50 students enrolled in a Physics Ⅱ Thermodynamics course. As part of their course structure, students collaboratively designed and conducted problem-based experiments in their home kitchens using readily available household materials to explore real thermodynamic phenomena. Data were collected from students' experimental logs, group presentations, and reflective statements, and were triangulated to ensure trustworthiness. Thematic analysis revealed notable improvements in students' conceptualisation of key thermodynamic concepts. Furthermore, students demonstrated enhanced analytical thinking, problem-solving ability, and appropriate use of scientific terminology, alongside increased creativity and resourcefulness in adapting everyday materials for scientific investigation. The findings suggest that the KS-PBL model effectively bridges the gap between abstract theory and lived experience, promoting deeper conceptual engagement and student autonomy. The study recommends that integrating KS within a PBL framework offers a viable and contextually relevant approach to thermodynamics instruction, especially in resource-constrained educational settings.

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Author's biography Mr Sizwe Jackson Clement Masuku just completed his PhD in Materials Science. Masuku is engaged in advanced research in materials science, with a background in physics and a lecturing role at Walter Sisulu University. As a physics lecturer, he is responsible for teaching undergraduate physics modules, supervising practical work, and contributing to curriculum development in the Division of Physics Education at WSU. In his PhD studies, he investigated aspects of material properties, synthesis/characterisation, and their applications. His teaching and research roles complement each other: the lecturing role keeps him engaged with core physics concepts, while his doctoral research added depth to materials-science methodologies and applications. Dr; Dr Sakyiwaa Boateng is a Senior Lecturer in Physics Education at the Department of Mathematics, Science and Technology Education within the Faculty of Education at Walter Sisulu University, Mthatha, South Africa. She specialised in Physics Education. Her research interests include enhancing learner performance in science and teacher professional development, particularly examining the affective aspects that teachers consider essential to making teaching a worthwhile profession. She is also looking to break down the disjunction between science and culture and to focus on 21st-century teaching, science education, and teacher training. Her current research focuses on Mathematics and Science anxiety, and she is investigating interventions to build resilience in mathematics and science among pre-service science teachers and high school science learners

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