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Investigating Student Learning of Analog Electronics

机译：研究模拟电子的学生学习

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摘要

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.
机译：模拟电子学的教学是许多物理和工程计划不可或缺的组成部分，通常在第一年以后的课程中都会涉及。尽管已经对学生对入门电路的理解进行了广泛的研究，但迄今为止，在物理或工程课程中对模拟电子学的学生学习的研究相对较少。鉴于这两个学科的课程内容存在很大的重叠，本研究旨在通过对物理学和工程学课程进行单一，连贯的调查，以加强对电路和模拟电子学的学习为基础的研究。不同的组件，每个组件用于阐明学生思考和分析电子电路的方式。第一部分是对学生在物理和工程学课程中学习特定类别的模拟电路（例如，负载分压器，二极管电路和运算放大器电路）进行的广泛研究。本论文的第二部分是对学生对双极结型晶体管和晶体管电路的理解进行的深入研究，该研究采用了系统的，基于研究的一系列研究任务，以查明学生所奋斗的晶体管电路行为的具体方面。使用最多的说明。本论文的第三部分通过详细研究故障排除的实际实验室技能，将重点更多地放在电子教学的实验部分上。由于本论文记录的研究具有系统性，跨学科性，这项工作将加强研究。以电子学与教为基础，并将有助于改善物理和工程部门的电子教学。总的来说，在完成全部教学后，学生似乎对许多关键电路没有形成连贯的，功能上的理解。学生们似乎也为在新的环境下应用基础电路概念而苦苦挣扎，这与现有的其他主题研究相一致。但是，学生在思考电路时确实经常使用生产性推理的各个要素。讨论了针对未来研究和电子教学的一般和具体建议。

著录项

  • 作者

    Van De Bogart, Kevin L.;

  • 作者单位

    The University of Maine.;

  • 授予单位 The University of Maine.;
  • 学科 Science education.;Physics.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 283 p.
  • 总页数 283
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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