Investigating the role of model-based reasoning while troubleshooting an electric circuit

We explore the overlap of two nationally-recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are both nonlinear, recursive processes that involve using models to inform revisions to an apparatus. To probe the overlap of modeling and troubleshooting, we collected audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electrical circuit. We characterize the cognitive tasks and model-based reasoning that students employed during this activity. In doing so, we demonstrate that troubleshooting engages students in the core scientific practice of modeling.Comment: 20 pages, 6 figures, 4 tables; Submitted to Physical Review PE

Investigating Student Learning of Analog Electronics

Instruction in analog electronics is an integral component of many physics and engineering programs, and is typically covered in courses beyond the first year. While extensive research has been conducted on student understanding of introductory electric circuits, to date there has been relatively little research on student learning of analog electronics in either physics or engineering courses. Given the significant overlap in content of courses offered in both disciplines, this study seeks to strengthen the research base on the learning and teaching of electric circuits and analog electronics via a single, coherent investigation spanning both physics and engineering courses. This dissertation has three distinct components, each of which serves to clarify ways in which students think about and analyze electronic circuits. The first component is a broad investigation of student learning of specific classes of analog circuits (e.g., loaded voltage dividers, diode circuits, and operational amplifier circuits) across courses in both physics and engineering. The second component of this dissertation is an in-depth study of student understanding of bipolar junction transistors and transistor circuits, which employed the systematic, research-based development of a suite of research tasks to pinpoint the specific aspects of transistor circuit behavior that students struggle with the most after instruction. The third component of this dissertation focuses more on the experimental components of electronics instruction by examining in detail the practical laboratory skill of troubleshooting. Due to the systematic, cross-disciplinary nature of the research documented in this dissertation, this work will strengthen the research base on the learning and teaching of electronics and will contribute to improvements in electronics instruction in both physics and engineering departments. In general, students did not appear to have developed a coherent, functional understanding of many key circuits after all instruction. Students also seemed to struggle with the application of foundational circuits concepts in new contexts, which is consistent with existing research on other topics. However, students did frequently use individual elements of productive reasoning when thinking about electric circuits. Recommendations, both general and specific, for future research and for electronics instruction are discussed

Introspection Planning: Representing Metacognitive Experience

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Effects of metacognitive instructional strategies in secondary career and technical education courses

This dissertation was comprised of three exploratory studies investigating the effects of metacognitive instructional strategies on secondary career and technical education students\u27 problem solving performance. Recommendations for future research are discussed

Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist

Citation: Sayre, E. C., & Irving, P. W. (2015). Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist. Physical Review Special Topics-Physics Education Research, 11(2), 17. doi:10.1103/PhysRevSTPER.11.020121[This paper is part of the Focused Collection on Upper Division Physics Courses.] Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of upper-division students' speech in natural settings, we show that students may appropriate or resist these elements. We identify a new element in the physicist speech genre: brief, embedded, spontaneous metacognitive talk (BESM talk). BESM talk communicates students' in-the-moment enacted expectations about physics as a technical field and a cultural endeavor. Students use BESM talk to position themselves as physicists or nonphysicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations

Reconstruction of vocational high school physics instructional materials

Instructional materials for static electricity and dynamic electricity for Physics subjects in Vocational High Schools are not in accordance with the scope of the material contained in the Electronics Department: (1) The purpose of this study is to provide an overview of the teaching materials of static electricity and dynamic electricity in Physics in the Electronics Department; (2) Qualitative Content Analysis Method was used to explore the contents of seven book titles with different publishers and is strengthened through inter-views with Physics teachers in the Department of Electronics. In the process of analyzing the content of the contents of this textbook used Atlas.ti computer software; (3) The findings show that the content in the Vocational High School Physics books pub-lished by several publishers does not yet have specific conformity with the Department of Electronics; (4) conclusion. There are code relating to the content content, researchers only specify it into 39 code titles in the VHS Physics Textbook. from qualitative analysis. The level of compatibility of the content of the material with the 2013 Revised Curriculum was 42.86%, the availability of pictures was 75%, examples of questions from the equa-tions of each series were 85.71%, the suitability of the practicum with the Electrical Clump was 14.29%. content conformity with the Revised 2013 Curriculum and electro majors has a slightly low percentage of 42.86%. So in this study, the authors reconstruct VHS Physics teaching materials for the Electrical Department and also make VHS Physics teaching materials for the Electrical Clump

Physics lessons taught by pre-service teachers and in-service teachers – didactic case report and comparison

The aim of this paper is to present the outcomes of the project that is solved at the Faculty of Science in Olomouc, Czech Republic. One of the key activities of the project is to interconnect more closely the pre-graduate teacher training with the practice at schools and the cooperation with teachers of various secondary schools. Video hospitalizations of lessons are provided. Lessons realized by experienced teachers are compared with lessons realized by university students (pre-service teachers). The lessons are analyzed and reflected. Particular examples of the comparison of various physics lessons will be presented, crucial problems in these two types of lessons will be discussed

Students\u27 Task Interpretation and Conceptual Understanding in Electronics Laboratory Work

Task interpretation is a critical first step in the process of self-regulated learning and a key determinant of the goals students set while learning and the criteria used in selecting the strategy in their work. Laboratory activities have been proposed to improve students\u27 conceptual understanding when working independently and alongside peers while integrating new experiences in a lab setting. The purpose of this study was to investigate how the explicit and implicit aspects of student\u27s interpretation of the task assigned during laboratory work may change during the task process, and how that interpretation may influence the student\u27s coregulation and conceptual understanding. One-hundred and forty-three sophomore students enrolled in the course of Fundamental Electronics for Engineers participated in this study. Instruments designed to measure task interpretation and conceptual understanding were created and validated in a pilot study. They were applied before and after selected laboratory activities during the semester. The instrument used to measure correlation was applied at the end of every selected laboratory activity. Statistical analysis indicated differences between the student\u27s task interpretation before and after the laboratory activity. Students improved in approximately 15% in the level of task interpretation. From the 143 students, only 37 of them were identified with high levels of task interpretation and coregulation. Moreover, Pearson correlations identified a positive correlation between the students\u27 task interpretation and conceptual understanding of the students during the laboratory work. Findings suggested students\u27 task interpretation changed during the task process and increased after the completion of laboratory activity. Overall, the findings showed a low level of task interpretation. However, students with a high level of task interpretation reached high levels of coregulation. Findings confirmed previous research that round students generally have an incomplete understanding of the assigned tasks, and struggle to establish a connection between laboratory activities and theory. Lastly, this study reported a significant relationship between students\u27 task interpretation and conceptual understanding in laboratory work which has not been reported in the most recent published reports. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work

USING A VIRTUAL WORLD FOR SCIENCE INSTRUCTION WITH FIFTH AND SIXTH GRADE STUDENTS

This qualitative study\u27s purpose was to integrate virtual classroom assignments with traditional classroom activities. The integration of these virtual classroom assignments were used to assess the benefits of technology integration in a science classroom. Thirteen fifth and sixth grade students learned about the evolution and traits of organisms in accordance to the State of Michigan Grade Level Content Expectations. This unit followed a unit on animal systems. Students were given a pretest and posttest (in concept map form and unit test in essay form). Objectives were taught using a combination of lecture, discussion, and in class activities. The unit also contained three virtual world activities. Following each virtual world activity, students were given a questionnaire to give feedback regarding the retention of subject matter and presentation of material. The virtual world activities enhanced the animal systems unit. Students were able to learn the objectives and then extend their knowledge through interactive simulations and presenting their creations. Students also greatly benefitted from the social aspect of Biome. Students were able to understand big picture ideas and make real world connections through social expression, artistic expression and the sharing of their ideas