This project examines the coupling of concept based learning and findings from the fields of neurology and cognitive science to empower students to solve problems of increasing complexity. The central question the authors seek to answer is: does concept based learning offer an advantage to students in terms of their ability to learn to solve both traditional and never before seen problems? A sophomore level thermodynamics class is used in this study to test the effectiveness of concept based learning. The project's goal is to investigate concept based learning as an effective means of delivering material to students in ways that acknowledge and capitalize upon the physiological process of learning.
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