Circuit diagrams vs. physical circuits: The effect of representational forms during assessment

DesPortes, Kayla; Anupam, Aditya; Pathak, Neeti; DiSalvo, Betsy

doi:10.1109/fie.2016.7757381

Cited by 4 publications

(5 citation statements)

References 14 publications

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“… through including physical circuits into assessments, educators could identify more accurately if students have the deep seeded misconception of sequential reasoning or other language of concept gaps (DESPORTES et al, 2016).…”

Section: Conceptual Constructionmentioning

confidence: 99%

Multidimensional Perspective about Resistors Association in Electric Circuits: Part I - Investigating Non-Scientific Conceptions and Instructional Materials

Azevêdo

Gitirana

2020

BJD

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The main goal is evaluating and analyzing non-scientific conceptions and learning difficulties in electric circuits. Reflections and instructional considerations will be admitted among researches in literature and some textbooks focusing topological representation. The study was carried out prioritizing the main concepts of equivalent resistance and association between resistors, including the perception of foundational and auxiliary concepts. A verifying of causal elements for intuitive reasoning on series and parallel circuits were analyzed. Is was found that understandings involve a complex linguistic and symbolic context. They had showed essential for bringing out a perspective about multidimensional representation. Findings characterize this as an active area where confusions appear when non-conventional diagrams are explored or due the visual homogeneity in textbooks, didactic choices or scientific books.

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Section: Conceptual Constructionmentioning

confidence: 99%

Multidimensional Perspective about Resistors Association in Electric Circuits: Part I - Investigating Non-Scientific Conceptions and Instructional Materials

Azevêdo

Gitirana

2020

BJD

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“…In particular, and at the simplest level, describing the test & measurement equipment, how they are used, what is their impact on the circuit behavior, and understanding different representational forms, i.e. circuit diagrams vs. physical circuits [1], among others. Notice also, that hands-on experiments can be done in traditional laboratories, where students are able to directly manipulate the components and test & measurement equipment, or remotely, through remote labs [2][3]5].…”

Section: B Experiments With Electrical Circuitsmentioning

confidence: 99%

“…Furthermore, in some situations it is not feasible to measure the current in all possible circuit locations, because of technical limitations. This means there is a first class of errors not related to students' misunderstandings but rather to limitations related to VISIR 1 .…”

Section: A Framework For Interpreting Experimental Errors In Visirmentioning

confidence: 99%

“…In the second case, i.e. experiments with real components, which can either be performed locally (in a so-called traditional laboratory) or remotely (in a so-called remote -or nontraditional -laboratory), students need to understand how to build a real physical circuit, described by a given circuit diagram [1][2][3]. Furthermore, they also need to conduct the experimental procedure, in particular setting up the test & measurement equipment and performing measurements [4].…”

Section: Introductionmentioning

confidence: 99%

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A framework for interpreting experimental errors in VISIR

García-Zubía

Alves

Hernández-Jayo

et al. 2019

2019 5th Experiment International Conference (exp.at'19)

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Students usually do errors while performing experiments. In traditional, hands-on labs, instructors are able to help students surpass those errors. In non-traditional labs, like virtual labs or simulations, the support is usually provided by built-in mechanisms that prevent erroneous actions or that provide some sort of online assistance. In remote labs, like the Virtual Instruments Systems in Reality (VISIR) remote lab, the same principle applies. This paper describes the very initial stage of a framework for interpreting experimental errors done in VISIR. It considers the course syllabus of electrical circuits and situates the work done till the moment, in relation to that syllabus. Future work is also addressed.

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“…Methodologies for finding misconceptions varied amongst the literature. Of the 15 articles included in the review, 9[7][17][18][19][20][23][24][26][28] analyzed misconceptions only using diagnostic tests, where a multiple choice, short-answer, or a combination test was administered to students and the answers were analyzed. A combination of a diagnostic exam with an interview was used by 4 articles[9][13][15]…”

mentioning

confidence: 99%

A Systematic Literature Review of Misconceptions in Linear Circuit Analysis

Sambamurthy¹,

Edgcomb²

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Nikitha Sambamurthy completed her Ph.D. in engineering education at Purdue University in 2017. Nikitha works with zyBooks, a startup that develops interactive, web-native textbooks for college courses in STEM (science, technology, engineering, and math) disciplines. Dr. Alex Daniel Edgcomb, zyBooksAlex Edgcomb finished his PhD in computer science at UC Riverside in 2014. Alex works with zy-Books.com, a startup that develops interactive, web-native textbooks in STEM. Alex has also continued working as a research specialist at UC Riverside, studying the efficacy of web-native content for STEM education.

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Circuit diagrams vs. physical circuits: The effect of representational forms during assessment

Cited by 4 publications

References 14 publications

Multidimensional Perspective about Resistors Association in Electric Circuits: Part I - Investigating Non-Scientific Conceptions and Instructional Materials

Multidimensional Perspective about Resistors Association in Electric Circuits: Part I - Investigating Non-Scientific Conceptions and Instructional Materials

A framework for interpreting experimental errors in VISIR

A Systematic Literature Review of Misconceptions in Linear Circuit Analysis

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