The basic science courses, such as Physics and Mathematics, are usually found in the first semesters of engineering degrees. On the other hand, many universities have defined challenge-based learning as a pedagogical strategy due to its benefits. However, at this stage of academic training, students have very few tools to face these challenges, which makes learning difficult, and as a result, the solutions to the challenges are often unsatisfactory.

In response to the above, this work proposes using Design Thinking methodology as a tool to facilitate challenge-based learning in physics courses. Design Thinking is a method for generating innovative ideas and addressing user needs, which consists of five stages: Empathize, Define, Ideate, Prototype, and Test.

According to the above mentioned, the planning of the challenge is carried out in a 4-step process: Research; Design modeling and selection of materials; Manufacturing; and Measurements and analysis. In the “Research” step, the stages of “Empathize and Define” are carried out. Meanwhile, in the “Design modeling and selection of materials” step, the “Ideate” stage is conducted. Subsequently, in the “Manufacturing” step, the “Prototyping” process is developed. Finally, it concludes with “Measurements and Analysis” which would be the Validate stage.

To validate the proposal, experiments were conducted with 4 groups of second-semester engineering students from Tecnológico de Monterrey. The challenge was to propose a Low-cost Solar Water Heater for Rural Communities”, with the aim of learning Thermodynamics concepts. At the end of the experiment, 24 economical and functional solar heater prototypes were built using Design Thinking methodology.

The impact of the proposal was validated through surveys of 75 students. From the analysis of the results, it is observed that: The students identify the 5 stages of Design Thinking and highlight how valuable it was to use this tool to solve the challenge. Additionally, they mention that it helped them assimilate knowledge, that the sequence kept them motivated, and they were able to develop not only knowledge but also skills. They also highlighted that it was easier for them to link knowledge with the system.

Keywords: Basic science courses, Design Thinking, Challenge-based learning, Educational Innovation.