Adolfo Eduardo Obaya-Valdivia^1,, Carlos Montaño Osorio¹, Yolanda Marina Vargas-Rodríguez¹

Newton's Law of Cooling is a first-order differential equation that explains a fundamental concept in transport phenomena, as it describes how quickly an object gives up heat to its surroundings. This law, while seemingly simple, is based on complex principles of heat transfer that are often difficult for students to understand. Problem-Based Learning (PBL) is a suitable methodology to strengthen the teaching-learning process, allowing students to explore the law of cooling in practical and meaningful scenarios. PBL offers a student-centered pedagogical approach, where problem-solving becomes the engine of learning. By facing challenges related to Newton's Law of Cooling, students develop critical thinking, collaboration, and communication skills. This work is an exploratory study on how PBL can support the teaching of Newton's Law of Cooling, in a group of fifth semester of the Chemical Engineering career of the FES Cuautitlán level, presenting concrete examples of problems and activities that promote the understanding of the concepts and their application in real-world situations. The results obtained, derived from the implementation and its subsequent evaluation using analytical rubrics and a Likert-type instrument, demonstrate the effectiveness of PBL as a pedagogical methodology to address complex concepts in the field of engineering. The analysis of cognitive levels was carried out based on the Bloom-Barrows Taxonomy. The evaluation of the degree of satisfaction and motivation of the students corroborated the positive perception of the strategy used in this work.

Cooling, Newton's Law, Heat Transfer, PBL