Advancing engineering students’ conceptual understanding through puzzle-based learning: a case study with exact differential equations

Abstract Current views on the teaching of differential equations (DEs) are shifting towards use graphical and numerical methods. Motivated by recent research suggesting that puzzle-based learning (PzBL) can improve STEM subjects lack relevant studies for DEs, we designed two tasks—sophism paradox—to explore undergraduate engineering students’ conceptual understanding a classical topic—exact DEs—and to analyse process meaning-making during collaborative in small groups. One hundred thirty-five students from public university Iran participated. In response signalling tendency procedural how our study engaged group work puzzle tasks, gaining more exact DEs acknowledging efficiency PzBL their responses questionnaire interviews.