Assessing inquiry learning in a circuits/electronics course

2009 39th IEEE Frontiers in Education Conference Pub Date : 2009-10-18 DOI:10.1109/FIE.2009.5350849

J. Getty

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引用次数: 16

Abstract

Physics education research and the development of “inquiry” teaching methods over the last 20 years have, by all measures, significantly reduced misconceptions and improved student understanding in physics. But adoption of these methods in upper division science and engineering courses has been slow. This paper describes the modification of an electronics/circuits course designed for physics majors to determine whether the benefits of the inquiry method can be extended to upper level circuits/electronics courses. Formative and summative assessments and methods for evaluation of student misconceptions and understanding including the application of a standardized electric circuit concept inventory instrument are described. The results suggest that inquiry teaching methods implemented in upper level university courses contribute significantly to extinguishing common misconceptions and improving long-term understanding of the material. With so much to be gained it is time for the engineering education community to embrace these concepts and implement the fruits of physics education research for the benefit of our students and the world community.

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评估电路/电子学课程中的研究性学习

在过去的20年里，物理教育研究和“探究式”教学方法的发展，从各个方面来看，都大大减少了误解，提高了学生对物理的理解。但这些方法在高年级理工科课程中的应用进展缓慢。本文描述了一门专为物理专业设计的电子/电路课程的修改，以确定探究方法的好处是否可以扩展到高级电路/电子课程。描述了形成性和总结性评估以及评估学生误解和理解的方法，包括标准化电路概念清单工具的应用。结果表明，研究性教学方法在高级大学课程中实施，有助于消除常见的误解，提高对材料的长期理解。有了这么多的收获，现在是时候让工程教育界接受这些概念，并实施物理教育研究的成果，以造福我们的学生和世界社会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2009 39th IEEE Frontiers in Education Conference

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