Abstract:

Computerized simulation technique is a fundamental component of the higher education and is a vital mechanism, utilized in phenomenographic studies in science. The system offers recreation of an alternative reality in front of scientist’s eyes, giving an insight into the biggest and smallest scales (astronomy to nanotechnology) yet cannot be comprehended otherwise. Currently the tool is utilized in research and taught one on one. The progress in computational technology and the advent of commercial codes equipped with user-friendly interface have facilities the introduction of computational fluid dynamic in undergraduate education promoting critique of various learning opportunities through visualization technique. Nevertheless the outcomes of each study is highly influenced by the ideas, approaches, knowledge in phenomena, mathematical rules and measures, computer science, cads, post processing and interpretation of the results. The user of such system acts as the facilitator and liaison between the real and virtual phenomena. The user should own the proper education, experience, emphasizing the relevance of the teaching strategy; understanding the key mechanisms in learning process. Unlocking the full power of computational fluid dynamic, some critical topics in educational area need to be addressed. One is to identify the learning process, approaches and methodology. One task with three different definitions was given to groups and the data regarding the learning process, strategies for solving the problem adapted by students for, engagements of the participants in work was monitored. The data were gathered through a net based learning tool. The progress of the groups were scrutinized weekly, aiming at directing the group in pre-define learning scope.
This work is based on instructional design and andragogically approach. It offers an elaboration on the mechanism of learning process and is premeditated in context of prescribed framework. The results indicated the prominence of situative and constructive learning process and the advantages of using a preferred framework in guiding the students in pertinent context (area) particularly incorporation of constructivist principles that may lead to enhance learner’s learning experience. In addition, the conclusions of this study similarly illuminate the vast potentials of computational fluid dynamic for research, evaluation and educational purposes.

Keywords:

Educational tool, computerized Education, Numerical Methods, Learning Module.