holds a B.A. in physics, a B.Sc. in electrical engineering, a M.Sc. in electrical engineering, and a Ph.D. in theoretical physics, all from the Technion-Israel Institute of Technology. In addition, he has a M.B.A. from the University of Haifa, Israel. Gero is a faculty member at the Department of Education in Technology and Science of the Technion. His research focuses on electrical engineering education and interdisciplinary education that combines physics with electronics, such as electro-optics and microelectronics education.

Abstract-The structure and operating principle of semiconductor devices are a central topic in teaching electronics, both in universities and in two-year colleges. Teachers teaching this subject normally run into substantial difficulties stemming from the fact that a major part of the concepts and processes that are relevant to understanding these devices are abstract. In light of the advantages of multimedia in illustrating dynamic processes, the chapter covering the field effect transistor (FET) has recently been taught through animation at a two-year college in Israel. The study presented here has examined, through quantitative tools, whether animation-based teaching of the FET had any effect on students' achievements in the subject of basic electronic devices. Forty electronics students have participated in the study. Its findings indicate that in the short and long term alike, the achievements of students who studied the transistor through animation were significantly higher than those of their peers who studied it through a traditional method. Additionally, the effect size was very large.

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Teaching abstract subjects to students studying towards a degree in electronics practical engineering (a degree between a technician and an engineer) requires didactic tools that enable understanding of issues without using advanced mathematics and physics. One basic issue is the BJT (Bipolar Junction Transistor) that requires preliminary knowledge of semiconductor basics and modern physics, which is not addressed in the curriculum. Existing teaching methods reinforce students' tendency to use familiar formulas, without discussing the BJT internal structure and without comprehending the nature of the current. Therefore, it is not surprising that students do not understand the manner in which the current flows in a device that can be described as two back-to-back diodes. </span></p><p><span>This article shows preliminary results of a study in which a computer animation was developed in order to depict the dynamic processes in BJT, and compares the academic achievements of students who learned BJT via animation to those who learned via static diagrams. 41 students were randomly divided into two groups, 21 students in the experimental group and 20 students in the control group. The experimental group received explanations including animation while the control group received traditional explanations using a blackboard but no animation. </span></p><p><span>A comparison was made between the students' achievements in both groups via a pretest. After learning about BJT, a posttest and new comparison was conducted. The comparison referred to two categories: A. Total score on the test; B. Score on questions that require higher level of thinking. </span></p><p><span>The pretest results showed no significant difference between the groups’ achievement. In contrast </span><span>the results of the posttest were significant, showing a 12-point advantage in the average total score, and about a 14-point advantage in the average on higher level thinking questions in the experimental group as opposed to control group. Thus, while the results of the study are preliminary, it is encouraging and important to present the results. </span></p></div></div></div>