Abstract:

This paper presents an educational innovation which was implemented in the field of Fluid Mechanics. It was taught in three different engineering degrees at the Universitat Politècnica de València (Spain). The initiative addresses a recurring challenge in this subject: students’ lack of motivation and the prevalence of superficial learning outcomes derived from predominantly theoretical teaching approaches. To promote deeper conceptual understanding and engagement, a voluntary project was designed based on the scientific method within an inquiry-based and active learning (IBL/ABL) framework.

The students, organised into teams, select a theoretical concept from the subject and design an experiment to demonstrate it through hypotheses, data collection, and analysis of results. This experiment must be feasible with everyday resources, thus encouraging creativity, autonomy, and practical problem solving. The results are presented in a technical report and in an audiovisual format, integrating scientific communication skills.

The activity replaces the regular grade for the related assessment unit, allowing students to demonstrate learning achievements through an experimental project instead of a traditional exam. Evaluation is conducted using detailed rubrics that assess the scientific quality, critical reflection, and clarity of communication.

Results from the 2024–2025 academic year show that nearly 50% of enrolled students actively participated in the initiative. Survey data indicate highly positive perceptions: 69% of students reported engaging in the project for learning-related reasons, and 76% stated that the activity enhanced their motivation and understanding of theoretical concepts. In addition, there is a positive correlation between participation in the projects and academic performance, especially in degrees with a greater affinity for active methodologies.

This experience confirms that integrating the scientific method into teaching not only strengthens conceptual understanding but also develops key transversal skills essential for engineering practice, such as teamwork, effective communication, critical thinking, and research autonomy.

In conclusion, applying the scientific method as an active learning strategy has proven to be an effective approach to transforming the teaching of Fluid Mechanics. It promotes student motivation, deep learning, and a meaningful connection between theory and practice, while fostering the development of professional competencies aligned with real-world engineering challenges.

Keywords:

Education, Active learning, Educational innovation.