In advanced engineering courses, systems or products are developed to apply knowledge and demonstrate its usefulness. However, this is not the case in the first semesters, where subjects mainly consist of basic sciences, particularly physics and mathematics. This often leads to boredom and disinterest among students, making it difficult for them to stay focused and maintain order in the classroom. In this regard, it is essential to modify pedagogical approaches and implement active learning strategies.

According to the Institute for Applied Behavioral Science, performing tasks in a practical manner helps retain 75% of the knowledge acquired. Experiential learning is a pedagogical model in which students learn through a series of predefined and structured didactic sequences that align with learning objectives and student profiles.
In this context, this study presents the results of implementing activities that involve designing, constructing, or using pre-built modular systems to develop physics-related topics. These activities also provide students with a clearer vision of the practical applications of what they are learning. A key characteristic of these experiential activities is that they take place over a short period, in various learning environments, and in a collaborative manner. Additionally, they can be carried out without requiring significant financial investment in sophisticated equipment or infrastructure.

For the development of experiential activities, a process is proposed in which students first gain direct knowledge of the system they will build. This process involves understanding the relevant concepts related to the system and connecting them to the governing mathematical models. The next steps include construction or assembly, experimental validation, and documentation of results. Beyond promoting “learning by doing,” this approach allows students to engage with concepts at different times and in various ways, reinforcing their learning. Moreover, since the process involves diverse steps, it accommodates different learning styles, ensuring that at some point, each student benefits according to their individual learning preferences.

To validate this proposal, an experiment was conducted with four groups of second-semester engineering students from Tecnológico de Monterrey. The proposed experiential activities included a Stirling engine and sonic fire extinguishers, aimed at teaching topics such as thermodynamics and mechanical waves.

After the experiment, data was collected through a survey. The results indicate that the proposed learning strategy increases student interest, keeps them focused, and improves their ability to argue using physical principles and mathematical models. Additionally, it strengthens the development of key competencies, particularly in practical application and teamwork.

Keywords: Basic science courses, Experiential learning, Thermodynamics, Mechanical waves, Educational Innovation.