June 14, 2015
June 14, 2015
June 17, 2015
Electrical and Computer
26.121.1 - 26.121.21
A systematic review of undergraduate engineering students’ perception of the types of activitiesused to teach electric circuits. Often times the teaching and learning of concepts of an abstract nature requires the use ofvaried strategies aimed at encouraging students to engage with the material on a deeper level. Inkeeping with the need to actively engage students while helping them to come to anunderstanding of electric circuits instructors sometimes feel the need to become creative in theirapproach to teaching. However, this need of actively including the students in the process oflearning can sometimes come at the expense of decreasing student interest in the material andengagement in the activity being used. This study is aimed at answering the following questions:“How are engineering learning environments designed to promote students’ understanding ofelectric circuits? What are students’ perceptions of the types of activities used in enhancing theirunderstanding of circuit concepts?” This qualitative systematic review of literature will seek toinvestigate the types of activities used in the teaching of electric circuits and the reportedstudents’ perceptions of these activities. The literature included in this study is based on a pre-determined criteria centered on the type of activity used, a circuit course within theundergraduate engineering curricula, reported assessment of students’ perception and paper waspresented at specific conferences. The data extracted from the literature are analyzed using athematic approach and the results discussed based on what activities are reported to be morefavourable among students in enhancing their knowledge of electric circuits.
Pitterson, N. P., & Streveler, R. A. (2015, June), A Systematic Review of Undergraduate Engineering Students’ Perception of the Types of Activities Used to Teach Electric Circuits Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23462
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