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

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.