Thermodynamics, Music, Teaching and Pioneer Initiatives: A Scoping Review

A scoping review was conducted to examine the relationship between thermodynamics, music, education, and teaching, with the aim of mapping the scientific evidence on these topics published between 2000 and 2025. Additionally, websites of higher education institutions were consulted to identify the use of music in thermodynamics teaching. Multiple databases, including ERIC, SciELO, Portal CAPES, SCOPUS, Web of Science, and ACS, as well as specialized journals, were searched for relevant publications. The inclusion criteria comprised original, open-access studies addressing thermodynamics education and teaching methodologies. Following the screening process, four articles met the eligibility criteria and were selected for analysis. The findings indicate that visual, musical, and artistic resources can enhance motivation in thermodynamics learning and teaching. These pedagogical approaches facilitate conceptual understanding, stimulate creativity, and promote active student engagement. Notably, the only practical example of music integration in thermodynamics teaching was identified in the Chemical Engineering Department at the Federal University of Paraná (UFPR). This initiative involved an activity in a thermodynamics course that culminated in an event involving 40 undergraduate students from chemical engineering and music. "Termo-Musical" showcased musical compositions created by chemical engineering students to communicate thermodynamics concepts, such as equations of state and the laws of thermodynamics. Overall, the literature reviewed in this scoping study demonstrates the pedagogical value of integrating art, science, education, and teaching practices to foster more meaningful and contextualized learning experiences. In addition, this research, to the best of our knowledge, suggests that using of music as a tool in thermodynamics teaching represents a novel methodology in higher education.