An inquiry-based simulation-supported approach to assist students' learning of basic electric circuits

• 第一著者: Hussain, Noor Hamizah
• フォーマット: 学位論文
• 言語: English
• 出版事項: 2012
• 主題: LB Theory and practice of education
• オンライン･アクセス: http://eprints.utm.my/id/eprint/31864/1/NoorHamizahHussainPSPS2012.pdf; http://eprints.utm.my/id/eprint/31864/

Important aspects of teaching and learning are to understand what difficulties students have, why they face these difficulties, and how to help them overcome these difficulties. This research investigated the alternative conceptions that students hold pertaining to the concepts of open circuits and short circuits in a Basic Electric Circuits course. Data gathered from different sources including interviews, tests and documents were analyzed to characterized students’ conceptual learning difficulties. The researcher adapted a diagnostic instrument that consists of 12 multiple choice items for the pretest and posttest. The participants were 80 first-year students enrolled in a Diploma in Electrical Engineering programme at one local public university; where 47 students constituted the treatment group and 33 students constituted the control group. The pretest was administered to both groups during the first week of the semester. An inquiry-based simulation-supported approach session was conducted with the treatment group after the pretest. The inquiry-based simulation-supported approach incorporated predict-observe-explain (POE) tasks. The extent to which this approach can assist students’ in developing conceptual understanding was investigated. Students’ verbal responses during the circuit simulation using Multisim software were recorded and analyzed. The posttest was administered during the final week of the semester to both groups. Research findings are presented in two parts. The first part is a quantitative analysis of students’ performance on the pretest and posttest. The second part is a qualitative analysis of students’ documents and interviews to identify their alternative conceptions. Findings reveal that the inquiry-based simulation-supported approach positively impacted students’ conceptual understanding. The advantages and disadvantages of applying the inquiry-based simulation-supported approach in Basic Electric Circuits are discussed.