Networked implementation of an electrical measurement laboratory for first course engineering studies

Jimenez‐Leube, J.; Almendra, A.; González, C. Rodríguez; Sanz‐Maudes, J.

doi:10.1109/13.965787

Cited by 14 publications

(4 citation statements)

References 6 publications

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“…Simulations are used in a wide variety of teaching environments to promote learning because they efficiently convey phenomena (Deliktas, ) and may promote learning (Lowe, ; Ainsworth, ). In engineering education, simulations have been suggested as a means to enhance instruction of electrical engineering concepts (e.g., Jimenez‐Leube, Alemendra, Gonzalez, & Sanz‐Maudes, ), including those about semiconductor phenomena (e.g., Nelson et al, ). Building from that suggestion, researchers have promoted simulations to enhance understanding of phenomena that are too small to see (Kelly & Jones, ; Sanger, Brecheisen, & Hynek, ) and are dynamic (Chi, Roscoe, Slotta, Roy, & Chase, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Nelson

McKenna

Brem

et al. 2017

J of Engineering Edu

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Background Little research exists on students' misconceptions about semiconductors, why they form, and what role educational resources like simulations play in misconception formation. Research on misconceptions can help enhance student learning about semiconductors.Purpose (Hypothesis) This project sought to identify students' misconceptions about three semiconductor phenomena -diffusion, drift, and excitation -and to determine if prior knowledge, knowledge acquired from watching animated simulations, or both were related to students' misconceptions. We hypothesized that students would hold misconceptions about those phenomena and that students' prior knowledge and knowledge acquired from watching animated simulations would be associated with their misconceptions.Design/Method Forty-one engineering students completed an instrument that asked questions about three semiconductor phenomena after the students had observed the animated simulations. Responses were analyzed and coded using two frameworks: misconception and knowledge use. ResultsMisconceptions were prevalent for all three phenomena. Misconceptions were associated with use of incorrect prior knowledge, a combination of correct or incorrect prior knowledge, and the knowledge acquired from watching the animated simulations alone or in combination with correct and incorrect prior knowledge. Misconceptions indicated a lack of understanding of chemistry and physics concepts.Conclusions Findings indicate that students hold many misconceptions about semiconductor phenomena. These misconceptions were common among our participants. The knowledge acquired from the animated simulations alone or in combination with prior knowledge could reinforce or contribute to misconception formation. Our findings can guide instructors to use or create better simulations to aid student learning.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Nelson

McKenna

Brem

et al. 2017

J of Engineering Edu

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“…Over the years it has primarily been used in the areas of robotics, computing, and engineering and, not surprisingly, the bulk of the literature contributions have come from these l abor atories • Chapter Nine • 169 fields. In addition to the use of these laboratories for teaching students, the disciplinary interest has focused on such topics that include: physical control and manipulations (Yeung & Huang, 2003;Sebastian, Garcia & Sanchez, 2003;Doulgeri & Matiakis, 2006), electronics and electrical engineering (Arpia et al, 1998;Ko et al, 2000;Jimenez-Leube et al, 2001;Ferrero et al, 2003;Nedic, Machotka & Nafalski, 2003), physical measurements (Chang et al, 2005), and the system architecture (Arpia et al, 1998;Das, Sharma & Gogoi, 2006;Yan et al, 2006) . The examples cited give only an indication of the work being done and are not by any means an exhaustive listing.…”

Section: Remote Control Over the Internetmentioning

confidence: 99%

Accessible Elements: Teaching Science Online and at a Distance

2010

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We wish to express our gratitude and appreciation to those who have contributed to this book. The authors graciously gave of their time and expertise to make this book truly come alive, and were also very patient through the review and production process. Many reviewers and colleagues from around the world provided helpful comments and suggestions. The AU Press editors and designers -Erna Dominey, Peter Enman, Kathy Killoh and Natalie Olsen -demonstrated exceptional professionalism and creativity.Dietmar Kennepohl thanks his loving wife, Roberta, for help with redesigning some chapter figures and for her patience in listening to innumerable discussions around delivering science courses at a distance.Lawton Shaw thanks his wife, Tanya, for always being positive and encouraging about this project.

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“…Web-based education, computer-enhanced education, and distributednetworked classrooms, are just a few very powerful new concepts in education. [1][2][3][4][5][6][7][8][9] In our quest for novel and new ideas, we tend to forget an important activity; clearinghouse. Several of our current practices that we developed over the last decades need some adjustments that can improve education drastically.…”

Section: Introductionmentioning

confidence: 99%

“…Learning Hierarchy construction to arrange the developed concepts/tools in the proper educational order. 4. Integrate Lecture(s) and Lab by dividing the concepts/tools between the two in the proper order and fashion.…”

mentioning

confidence: 99%

Instructional Laboratory Integration With Course Contents: A Learning Hierarchy Approach

Zaghloul¹

2002 Annual Conference Proceedings

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The positive educational effects of integrating the lab work with the theoretical course contents are incredible. Historically, there was, and still is in some cases, a kind of educational 'separation' between lab work and the course contents. It is very easy, and very common, to have students in the lab doing experiments on subjects they did not study or have a good understanding of the concepts they are to consolidate by the lab work. There exist two main models for using lab work in conjunction with regular class work. The most popular, and easier to implement, is first-lecture then-lab (FLEL) model. This way, the lab work consolidates the class work. If this model is used without detailed and close integration, as usually is the case, students are up for too much frustration and miss-conceptual education. This scenario is well known amongst students and is taking place all the time. The second model is the first-lab then-lecture (FLAL) model, which builds on the lab work to develop concepts and theories. This approach, if properly designed and implemented, leads to a very good and effective education. This communication discusses both approaches with more emphasis on the widely adopted, least integrated, FLEL model. A learning hierarchy is employed to design and integrate the lab work with the class work. A step-by-step algorithm is provided to help a wide range of educators with adopting this model with less frustration, less damage to the students' affective and cognitive domains, and a much better educational experience and outcome for the students. It also makes the educational process more manageable for the instructor. I.

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Networked implementation of an electrical measurement laboratory for first course engineering studies

Cited by 14 publications

References 6 publications

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Accessible Elements: Teaching Science Online and at a Distance

Instructional Laboratory Integration With Course Contents: A Learning Hierarchy Approach

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