Redesigning Building Thermal Science Education Through Inquiry-Based Experiential Learning

Abstract

Mastering building thermal science is essential for architectural professionals, as it supports the design of energy-efficient and thermally optimized buildings, which are critical for addressing the growing demands of sustainable architecture. However, traditional teaching methods often disconnect theoretical instruction from practical application, limiting students’ ability to apply core concepts in real-world scenarios. This study introduces a pedagogical reform that integrates design-oriented and inquiry-based experiments, hands-on physical activities, and field-based testing into the teaching of building thermal science. The revised curriculum focuses on applying theoretical principles in real architectural contexts, allowing students to directly design and experience thermal phenomena such as heat transfer and thermal resistance in building envelope structures. To evaluate the effectiveness of this reform, a control group using traditional confirmatory experiments (following predetermined instructions to complete experiments and validate the results) was compared to a reform group engaged in inquiry-based experimental learning. Over the course of three cohorts (2019, 2020, 2021), the reform group consistently outperformed the control group, with statistically significant improvements in average course grades. Specifically, the reform group had mean grade differences of 7.21 points higher in 2019, 4.55 points higher in 2020, and 5.83 points higher in 2021, as demonstrated by t-test results (p < 0.05). The reform group also exhibited more concentrated grade distributions, reflecting enhanced comprehension and retention of key thermal concepts. In addition to improved academic performance, students in the reform group demonstrated superior problem-solving abilities and a heightened awareness of energy conservation and sustainable design practices. This approach not only deepened their understanding of theoretical knowledge but also fostered a greater commitment to integrating sustainability into their architectural projects.

Keywords

• building thermal science
• architectural education
• building energy conservation
• student learning
• theory–practice integration