Using RealTime Physics with different instructional technologies in a circuits lab

Quezada-Espinoza, Mónica; Domínguez, Ángeles; Zavala, Genaro

doi:10.1119/perc.2016.pr.059

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…The chosen items are focused on current, voltage and circuits configuration. These items were retrieved in Spanish from a previous publication [13]. We used part of the DIRECT to evaluate only the topics that were addressed in the activities.…”

Section: Pre/post-testmentioning

confidence: 99%

Technology and research-based strategies: Learning and alternative conceptions

Quezada-Espinoza¹,

Campo²,

Zavala³

2015

2015 Physics Education Research Conference Proceedings

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Abstract. Several educational strategies and tools have been designed to improve physics education for undergraduate students. Physics Education Technology (PhET) is a recent technology based on interactive simulations that provides the possibility to experiment real world phenomena without the need for laboratory equipment. Similarly, Tutorials for Introductory Physics have been proved to be one of the best research-based strategies to promote conceptual understanding. We worked in a Chilean private university with engineering students who were not familiar with PhET simulations but somewhat with Tutorials. We examined students' conceptual learning of electric circuit concepts after they worked on two Tutorials with a PhET simulation instead of real equipment. We report results of their learning from pre/post-tests and an openended test. We note the benefits of using technology combined with research-based strategies in positively influencing students learning.

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Section: Pre/post-testmentioning

confidence: 99%

Technology and research-based strategies: Learning and alternative conceptions

Quezada-Espinoza¹,

Campo²,

Zavala³

2015

2015 Physics Education Research Conference Proceedings

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“…Regarding those mentioned above, it has been widely documented that university students require a broad set of skills to be successful in their careers. For example, it has been shown that collaborative work helps students to promote conceptual learning, develop communication skills, foster interdependence among peers, and generate a positive classroom environment [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Analysis of factors that influence the academic performance of first-year Chilean engineering students

Saavedra-Acuna,

Quezada-Espinoza

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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is a professor and researcher at the School of Engineering at the Universidad Andres Bello in Santiago, Chile, where currently collaborates with the Educational and Academic Innovation Unit, UNIDA (for its acronym in Spanish), as an instructor in active learning methodologies. Her research interest topics involve university education in STEM areas, faculty and continuing professional development, research-based methodologies, community engagement projects, evaluation tools and technology, and gender issues in STEM education.

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How Difficult are Simple Electrical Circuit Conceptions? New Findings

Quezada-Espinoza¹,

Domínguez²,

Zavala³

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Research on conceptual understanding is one of the first steps in designing materials to improve learning. Literature reports that students have difficulties analyzing and describing phenomena in electric circuits. This report contributes to students' conceptual difficulties regarding simple electrical circuits by systematically analyzing an open conceptual test answered by 531 first-year engineering students. We found students' reasoning that has not yet been reported in the literature as misconceptions or difficulties. To deepen our understanding of students' difficulties, we chose five students by convenience to interview. We present evidence that there are two main contributions to the taxonomy in this study: the Series Circuit Misconception, which is when students convey that the current through bulbs is the same because they are in series, using that as a mnemonic ignoring any change in the circuit; and the Inverse Parallel Circuit Misconception, that is when students mention that the resistance of the circuit decreases when disconnecting bulbs in parallel, neither are reported in the literature. The results of this study have implications for physics education research in electric circuits and educational practice in the classroom.</p>

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Using RealTime Physics with different instructional technologies in a circuits lab

Cited by 3 publications

References 6 publications

Technology and research-based strategies: Learning and alternative conceptions

Technology and research-based strategies: Learning and alternative conceptions

Analysis of factors that influence the academic performance of first-year Chilean engineering students

How Difficult are Simple Electrical Circuit Conceptions? New Findings

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