Learning Electronics Through Storytelling

Osgood, Libby; Bressan, Nadja

doi:10.24908/pceea.vi0.14888

Cited by 3 publications

(4 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To introduce students to breadboards and basic electronics concepts, a storybook was developed with a fictional narrative on the right-hand pages and a technical description on the left-hand pages. 37 Figure 3 shows a sample page from the book.…”

Section: Breadboardia Storybookmentioning

confidence: 99%

“…It was found that students who use the storybook completed the activity significantly faster than students who received a lecture (P < 0.05). 37 The activity requires electronic components and copies of the storybook. Some set-up is required to load the Arduinos and prepare the kits.…”

Section: Breadboardia Storybookmentioning

confidence: 99%

“…It was found that students who use the storybook completed the activity significantly faster than students who received a lecture ( P < 0.05). 37…”

Section: Part 4: Populating Lecture-free Elements On Constructsmentioning

confidence: 99%

See 2 more Smart Citations

Unordinary: An evaluation of lecture-free activities using a repertory grid

Osgood

2021

International Journal of Mechanical Engineering Education

View full text Add to dashboard Cite

Lecture-free activities afford students with an engaging approach to knowledge acquisition and integration. When peppered throughout a course, experiential activities inject spontaneity, break up familiar patterns, and empower students to take responsibility of their learning. For an instructor, iteration is required to develop effective lecture-free engineering activities, necessitating thoughtful evaluation. The paper adopts Kelly's personal constructs theory, using repertory grid analysis to consider the effectiveness of six unordinary, lecture-free activities. Through a structured comparison of activities, 29 constructs were elicited with inherently subjective, dichotomous poles. The grid was populated ranking each activity between the poles of each construct such as directed learning or creative expression. Using a cluster analysis and descriptive statistics, various themes emerged revealing the author's preference, and connections between seemingly unrelated constructs such as how summative actives use the entire building whereas formative activities are in the classroom. Recommendations are made to generalize the tool to aid instructors in activity evaluation and development through understanding and challenging existing patterns.

show abstract

Section: Breadboardia Storybookmentioning

confidence: 99%

Section: Breadboardia Storybookmentioning

confidence: 99%

See 1 more Smart Citation

Unordinary: An evaluation of lecture-free activities using a repertory grid

Osgood

2021

International Journal of Mechanical Engineering Education

View full text Add to dashboard Cite

show abstract

“…Also, two-way ANOVA was employed to compare time and knowledge variables controlling for participant experience and instruction method. These results were published in a conference paper and an expanded journal article [9,23]. The study was repeated the following year in a first-year engineering design course using the same protocol, with 31 students in each of the two sections.…”

Section: Methodsmentioning

confidence: 99%

Using Machine Learning to Assess Breadboardia: a Technical Storybook

Osgood,

Bressan,

McBurney

2023 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

Storytelling and math anxiety: a review of storytelling methods in mathematics learning in Asian countries

Irmayanti,

Chou,

Anuar

2024

Eur J Psychol Educ

View full text Add to dashboard Cite

Asian schools have consistently demonstrated higher academic achievement in mathematics compared to Western countries, largely due to cultural factors and the intensity of their educational systems. However, this success often comes with increased stress levels, which contribute to math anxiety (MA) among students. Research in cognitive psychology has shown a positive link between storytelling and enjoyable learning experiences. Nevertheless, the use of storytelling, specifically in mathematics education, still needs to be explored. This study synthesizes previous empirical research on storytelling in mathematics classrooms across Asian schools, from early childhood to high school, through a narrative review utilizing Voyant Tools. Nineteen studies, selected from seven digital databases spanning January 2004 to July 2023, were analyzed. The findings revealed that different educational levels employ varied storytelling methods in mathematics education. For instance, in elementary schools, storytelling techniques such as total physical response storytelling (TPRS) and visual aids combined with enjoyable physical activities are commonly used. In contrast, digital storytelling (DST), incorporating brain-based learning (BBL) principles, visual imagery, and music—with or without student projects—is more prevalent at the high school level. Overall, storytelling has proven to be an effective tool for motivating students in mathematics by making the subject more comprehensible and enjoyable.

show abstract

Learning Electronics Through Storytelling

Cited by 3 publications

References 25 publications

Unordinary: An evaluation of lecture-free activities using a repertory grid

Unordinary: An evaluation of lecture-free activities using a repertory grid

Using Machine Learning to Assess Breadboardia: a Technical Storybook

Storytelling and math anxiety: a review of storytelling methods in mathematics learning in Asian countries

Contact Info

Product

Resources

About