Learning of Micro-Macro Thinking in Analog Electronics via MIC-O-MAP TEL Environment

Abstract

Micro-Macro thinking is students' ability to understand concepts and models at the microscopic (typically unseen) level, and link them to their corresponding manipulable variables at the 'macroscopic' (mostly tangible and measurable) level. For example, in the domain of basic analog electronics, learners are expected to relate the microscopic structure of atoms and scientific models of electron motion to describe and predict the outcomes of current and voltage in a macroscopic circuit in the lab. Development of this skill is crucial as it helps students apply their theoretical knowledge to solve real world problems as well as do design and troubleshooting. Existing solutions have attempted developing micro-macro thinking skill in the context of inquiry learning and system thinking, however, these have primarily addressed school level topics and have been implemented in the presence of a facilitator and other elements such as peer learning and doubt-solving sessions. We have designed, developed and evaluated MIC-O-MAP (MICroscopic Observations MAcroscopic Predictions), a TEL environment to develop students' micro-macro thinking in the domain of basic analog electronics at the undergraduate level, in the context of self-regulated learning. Key features of MIC-O-MAP include dynamically linked multiple representations, conceptual scaffolding questions and customized feedback by a pedagogical agent, which help establish the micro-macro link. In this paper, we describe the development of MIC-O-MAP, the design of learning modules for various topics in basic analog electronics, and present the findings from studies to evaluate student learning of micro-macro thinking in the chosen topics.