Understanding concepts needed for semiconductor physics

Wettergren, Johan

doi:10.1080/03043790110100146

Cited by 14 publications

(24 citation statements)

References 2 publications

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“…Previous studies in engineering education have examined the misconceptions students have about the phenomena that underlie semiconductor processes. Using interviews, Wettergren () examined undergraduate engineering students’ conceptions of diffusion, holes, and doping in semiconductors and found that students held incomplete or incorrect conceptions of these scientific phenomena. Misconceptions about diffusion consist of statements that the electrons pass through a barrier, dispersing evenly toward areas of greater concentration, or that they move in and out of the material.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students develop misconceptions from their interactions with the physical world, through instruction, and as they reconcile these interactions and learning experiences with their prior knowledge (Clement, , ; McDermott & Shaffer, ; Nicoll, ; Picciarelli, di Gennaro, Stella, & Conte, ; Steinberg, Brown, & Clement, ; Streveler, Olds, Miller, & Nelson, ). Misconception research has considered the types and prevalence of misconceptions students have related to semiconductor science (Chen, Pam, Sung, & Chang, ; Fayyaz, Iqbal, & Hashmi, ; García‐Carmona, & Criado, ; Wettergren, ), but researchers have not used dynamic animated simulations to identify misconceptions about semiconductors. Nor have previous studies considered why misconceptions about semiconductors form.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Nelson

McKenna

Brem

et al. 2017

J of Engineering Edu

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Background Little research exists on students' misconceptions about semiconductors, why they form, and what role educational resources like simulations play in misconception formation. Research on misconceptions can help enhance student learning about semiconductors.Purpose (Hypothesis) This project sought to identify students' misconceptions about three semiconductor phenomena -diffusion, drift, and excitation -and to determine if prior knowledge, knowledge acquired from watching animated simulations, or both were related to students' misconceptions. We hypothesized that students would hold misconceptions about those phenomena and that students' prior knowledge and knowledge acquired from watching animated simulations would be associated with their misconceptions.Design/Method Forty-one engineering students completed an instrument that asked questions about three semiconductor phenomena after the students had observed the animated simulations. Responses were analyzed and coded using two frameworks: misconception and knowledge use. ResultsMisconceptions were prevalent for all three phenomena. Misconceptions were associated with use of incorrect prior knowledge, a combination of correct or incorrect prior knowledge, and the knowledge acquired from watching the animated simulations alone or in combination with correct and incorrect prior knowledge. Misconceptions indicated a lack of understanding of chemistry and physics concepts.Conclusions Findings indicate that students hold many misconceptions about semiconductor phenomena. These misconceptions were common among our participants. The knowledge acquired from the animated simulations alone or in combination with prior knowledge could reinforce or contribute to misconception formation. Our findings can guide instructors to use or create better simulations to aid student learning.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Nelson

McKenna

Brem

et al. 2017

J of Engineering Edu

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“…As the user advances from layer to layer, variables are added that increase the complexity of the problem, challenging earlier estimations and decisions. This probes the depth of students' conceptual understanding (Wettergren 2002).…”

Section: Layersmentioning

confidence: 99%

Learning to design and analyze Materials Handling systems: developing multimedia tools

Heragu

Jennings

2003

European Journal of Engineering Education

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In this paper, we describe aspects related to learning and learning assessment including pedagogy, cognition, pilot study and results from the study. This study is conducted for an educational module on '10 Principles of Materials Handling'. This module along with another on 'Analysis and Design of Integrated Materials Handling Systems' constitute a system of multimedia educational tools for use in materials handling classes. The former is described in Heragu et al. (2003) along with results of an evaluation conducted by a project evaluation team, whose main focus was to determine the impact of educational technology on students in their understanding of materials handling principles. The study reported in this paper, however, is entirely devoted to cognition, learning and learning assessment. IntroductionGlobal manufacturing and distribution of goods in the 21st century poses increasing challenges for materials handling engineering. Students of this discipline need opportunities to practice integrating the selection of technology with engineering analysis so that they will be able to solve the range of problems they are likely to encounter. The traditional way to impart this knowledge is through a facilities design course which typically covers materials handling systems (MHSs). Using illustrations, photographs, slides and video tapes of various types of MHSs and their applications, a taxonomy, definitions, a statement of the principles are covered. This is followed by general guidelines on design, implementation, operation and control of MHSs and specific models for design and operational analysis. Due to technological constraints, important material is typically introduced in a sequence without much integration. The multimedia based educational modules mentioned in this paper were developed by a team consisting of experts from several fields to overcome many of the constraints in the learning of Materials Handling Engineering.A major learning objective of the multidisciplinary team designing the multimedia tools was to encourage students to consider simultaneously both the analytical and the technology-based paradigms of materials handling engineering. The more these analytical and technological models are brought together, the more students will begin to integrate design and analysis tools with the applicable technologies. The design team attempted to create opportunities for users to examine decisions about the design and building of material flow systems and to analyze the application of materials handling principles to specific, real-world problems.

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“…11,19,22 This study was conducted to examine emergent misconceptions that learners have for semiconductors, specifically the concept of drift. Misconceptions of emergence for drift were prevalent, being found in approximately 60% of participant responses.…”

Section: Discussionmentioning

confidence: 99%

“…The first vector is the random vector and the second is the energy field vector, as shown in Figure 1. [19][20] but none have targeted emergent misconceptions. Misconceptions regarding drift can have major implications on learning semiconductor content, especially content that builds from this foundational concept.…”

Section: Drift and Semiconductorsmentioning

confidence: 99%

Do You Catch My Drift? Identification of Misconceptions of Emergence for the Semiconductor Phenomenon Drift

Nelson

Brem

McKenna

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Eva is a Master's student in Aerospace Engineering at Arizona State University. She is interested in using photovoltaics as a power source for space applications. Her research with QESST, Quantum Energy and Sustainable Solar Technologies, is primarily concerned with the photolithography process and how it can be used to optimize solar cells, though her involvement with QESST expands into educational outreach for all grade levels. Dr. Jenefer Husman, Arizona State UniversityJenefer Husman received a doctoral degree in Educational Psychology from the University of Texas at Austin, in 1998. She served as an Assistant Professor at the University of Alabama from 1998 to 2002, when she moved to Arizona State University. In 2008 she was promoted by ASU to Associate Professor. Dr. Husman serves as the Director of Education for the Quantum Energy and Sustainable Solar Technology Center -an NSF funded Engineering Research Center. Dr. Husman is an assistant editor of the Journal of Engineering Education, has been a guest editor of Educational Psychology Review, served on editorial board for top educational research journals, and currently sits on the editorial board of Learning and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the Presidential Early Career Award for Scientists and Engineers from the President of the United States. She has conducted and advised on educational research projects and grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education and has held both elected and appointed offices in the American Psychological Association (APA) and the Motivation Special Interest Group of the European Association for Research on Learning and Instruction.c American Society for Engineering Education, 2015Page 26.558.1 Do you catch my drift? Identification of misconceptions of emergence for the semiconductor phenomenon drift AbstractRecent research in learning science has focused on students' misconceptions about emergence. In emergent phenomena, the interactions of the agents in the phenomenon aggregate and form a self-organizing pattern that can be seen at a higher level. One such emergent system, drift, is a fundamental mechanism for semiconductors. The purpose of this study was to demonstrate the presence and prevalence of misconceptions about emergence students have about drift, and to determine what relationships existed between the identified misconceptions. Forty-one undergraduate engineering students participated in the written protocol study. Participants' responses were coded and analyzed using written protocol analysis. A total of 10 emergent misconceptions were observed for drift. Sixtythree percent of participant responses exhibited an emergent misconception, with participants typically anthropomorphizing ...

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Understanding concepts needed for semiconductor physics

Cited by 14 publications

References 2 publications

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Students’ Misconceptions about Semiconductors and Use of Knowledge in Simulations

Learning to design and analyze Materials Handling systems: developing multimedia tools

Do You Catch My Drift? Identification of Misconceptions of Emergence for the Semiconductor Phenomenon Drift

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