Circuits Kit K–12 Outreach: Impact of Circuit Element Representation and Student Gender

Reisslein, Jana; Özoğul, Gamze; Johnson, Amy M.; Bishop, Kristen L.; Harvey, Justin; Reisslein, Martin

doi:10.1109/te.2012.2222410

Cited by 18 publications

(12 citation statements)

References 38 publications

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“…These perceptions are based on a more extensive set of experiences with school activities in older students which may make it more difficult to alter perceptions with an outreach intervention. Overall, these engineering perception results across student groups indicate that early intervention (Clark and Andrews 2010;Reisslein et al 2013) is critical to achieve greater shifts in perceptions of engineering disciplines.…”

Section: Engineering Perception Comparisonsmentioning

confidence: 82%

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

Johnson

Özoğul

DiDonato

et al. 2013

European Journal of Engineering Education

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Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to precollege populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre-and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle-and high-school students.

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Section: Engineering Perception Comparisonsmentioning

confidence: 82%

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

Johnson

Özoğul

DiDonato

et al. 2013

European Journal of Engineering Education

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“…We collected evaluation data for this hands-on experiment with both high school students and elementary school students. Results for the hands-on circuit kit lesson indicated that for elementary school students, the concrete representation led to higher understanding ratings and lower cognitive load ratings than the abstract representation, while there was no difference in student learning between the two representation conditions (Reisslein, et al, 2013). For high school students, there were no significant differences in student perceptions or learning between the two representation conditions.…”

Section: Complementary Hands-on Circuit Kit Designmentioning

confidence: 83%

K-12 Engineering Outreach: Design Decisions, Rationales, and Applications

Özoğul

Reisslein

2016

IJDL

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Even though engineering outreach to K-12 schools initially seemed to be a simple undertaking, it proved to require complex design solutions related to a variety of issues. The purpose of this design case is to tell the story of our National Science Foundation (NSF) supported engineering outreach project, that took place between the years of 2007-2013. The design problem of this project started with the issue of how to design the engineering instruction, what to provide within the K-12 instruction, how to conduct the outreach, and how to overcome physical limitations of school sites. This design case captures the design process, context, various designs of the computer-mediated learning platform, and the rationales for design iterations. We also describe how the design team, which included experts in instructional design, electrical engineering, and educational psychology, as well as carpenters, teachers, and graphic designers, worked together to accomplish an outreach project that reached over 3,600 K-12 students. In addition to the design processes, we also report the major findings from our evaluation studies of the intructional modules delivered to K-12 students, and how we used these results to iterate and refine our module designs.

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“…A number of related studies have recently examined the relative benefits of hands-on activities versus virtual computerbased simulations employing a combination of contextualized and abstract representations [41]- [43], while hands-on activities with contextualized and abstract circuit elements have been explored in [44]. As a complement to the existing research literature, the present study examined the effects of diagram labels in abstract versus contextualized representations when teaching introductory circuit analysis.…”

Section: E Concrete Versus Abstract Representationsmentioning

confidence: 99%

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

et al. 2014

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Abstract-Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a "2 3" experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near-and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations.Index Terms-Circuit analysis instruction, circuit diagram, diagram label, electrical circuit analysis, multiple external representations, novice learner.

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Circuits Kit K–12 Outreach: Impact of Circuit Element Representation and Student Gender

Cited by 18 publications

References 38 publications

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

K-12 Engineering Outreach: Design Decisions, Rationales, and Applications

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

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