Persistent mistakes in learning basic circuit analysis
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Basic circuit analysis is a core course in most of the undergraduate engineering programs and is the prerequisite course for many other courses in the undergraduate electrical engineering program. Students enter into engineering schools with varying knowledge of the concepts of basic circuit analysis depending on whether they come from high school, CEGEP, or a technical college, etc. Many students from all engineering majors struggle to learn the concepts taught in these courses which creates challenges for both faculty members and students in courses when for which basic circuit analysis is a pre-requisite course. There is more research done in understanding the conceptual knowledge of physics of electricity and electric (and electronic) components and improving the instruction of basic circuit analysis concepts, but not enough work is done to understand the mistakes undergraduate electrical engineering students continue to make course after course. For this study, the authors look at the persistent problems in learning circuit analysis techniques by looking at students’ use of these techniques in three core courses in electrical engineering program namely electronics 1, electronics 2 and electromagnetic waves and guiding structures. Students’ responses to exam questions that specifically expected students to use these concepts are analyzed. The objective of the study was to analyze whether the understanding of the application of circuit analysis techniques get better as students continue to use these concepts in more courses and applications, or the problems persist. Results show that the students persistently make mistakes in applying KVL and KCL equations, nodal analysis, superposition theorem, voltage divider, and mesh analysis. Additionally, the results reveal that students persistently make mistakes in questions that involve the concepts of load and no load, open circuit, series components, parallel components, voltage drop across the current source, and voltage gain. It is noted that the mistakes made by students do not get much better as they continue taking more courses. The results of this study are important from many aspects. They are helpful to understand the continuing struggles of students and so are helpful to design pedagogy and assessment in a way that these concepts can be well explained. Thorough understanding of the concepts in a course that is as important as basic circuit analysis is important to achieve many engineering education goals including student retention, motivation, innovation, and inclusion.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle