Applying Problem-solving Before Instruction to Improve Learning Comprehension in an Electrical Engineering Circuits Course

Ilana Ram; Yinnon STAV; Lisa Bosman; Firas Ramadan

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: ECE-Circuit Courses: Instructional Innovations and Student Success
Tagged Division: Electrical and Computer Engineering Division (ECE)
Page Count: 10
DOI: 10.18260/1-2--55451
Permanent URL: https://peer.asee.org/55451
Download Count: 8

Paper Authors

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Ilana Ram Technion Israel Institute of Technology

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Ilana is a research associate at the Technion-Israel Institute of Technology. Her research focuses on higher STEM education.

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Yinnon STAV The Center for Research in Technological and Engineering Education, Ruppin Academic Center orcid.org/0000-0001-5808-4946

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Dr. Yinnon Stav (Satuby) received his B.Sc. in Electrical Engineering and B.A. in Physics in 1995, followed by a M.Sc. in Electrical Engineering in 1997, all from the Technion - Israel Institute of Technology. His research concentrated on the modulation properties of VCSEL semiconductor lasers. From 1997 to 2003, he was engaged in fiber optic telecommunication and DWDM technologies at ECI Telecom and Multiulink Technology Corporation.

In 2007, Dr. Stav earned his Ph.D. in Electrical Engineering from the Technion, specializing in plasmonics-based nanophotonics. He subsequently worked on very-high-speed, advanced fiber-optic modulation format-based transceivers at Finisar Corporation from 2007 to 2012.

Currently, Dr. Stav chairs the Electrical Engineering Department at Ruppin Academic Center and serves as an adjunct senior lecturer at the Faculty of Electrical and Computer Engineering at the Technion, where in 2018 he was awarded the Zilag Prize for recognizing outstanding teaching excellence.

His current research interests focus on engineering education.

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Firas Ramadan

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Lisa Bosman Purdue University

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Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.

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Abstract

Problem-solving before Instruction has emerged as a critical pedagogical approach in education, offering a robust framework for enhancing deep learning and problem-solving skills. In traditional engineering courses, students are often guided through structured instruction before attempting to solve problems, which can limit opportunities for exploring the underlying complexity of concepts. In contrast, Problem-solving before Instruction reverses this sequence, requiring students to first engage with challenging, ill-structured problems before receiving formal instruction. This process encourages active exploration, creative thinking, and resilience, as students must draw upon prior knowledge, make connections, and confront gaps in their understanding.

This study presents a teaching intervention aimed at improving learning comprehension in an electrical circuits course at an Electrical and Computer Engineering faculty by utilizing the concept of Problem-solving before Instruction during an applied module on transients in second order electrical circuits. The intervention, which targeted a specific learning module of the whole course, had students work in groups to solve open-ended circuit analysis problems involving differential equations before receiving formal guidance on solution methods. Notably, while students took prerequisite courses on differential equations, the challenge in this module was the implementation in an electric circuits context. The intent was to engage students in deeper cognitive processes as they attempted to solve the problems based on prior knowledge of circuits analysis, calculus and algebra. Following this productive struggle, targeted instruction on solving differential equations in circuit analysis was delivered via fully recorded lecture and in-class tutorial lesson, linking theory to the challenges students had encountered.

Preliminary results reveal that problem-solving before Instruction led to higher levels of conceptual understanding and problem-solving ability compared to the content covered in the other, lecture-based teaching modules. Further, students reported a positive learning experience, emphasizing the contribution of the closer interaction with the teaching staff as well as the opportunity to engage in hands-on problem-solving activities. These findings indicate that Problem-solving before Instruction can be an effective pedagogical approach for enhancing comprehension in complex engineering topics, particularly where mathematical modeling and real-world application intersect. This approach encourages active learning, promotes resilience in problem-solving, and leads to a deeper grasp of both the mathematical and dynamical behavior of electrical circuits.

Citation
Format

Ram, I., & STAV, Y., & Ramadan, F., & Bosman, L. (2025, June), Applying Problem-solving Before Instruction to Improve Learning Comprehension in an Electrical Engineering Circuits Course Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55451

TY  - CPAPER
AB  - Problem-solving before Instruction has emerged as a critical pedagogical approach in education, offering a robust framework for enhancing deep learning and problem-solving skills. In traditional engineering courses, students are often guided through structured instruction before attempting to solve problems, which can limit opportunities for exploring the underlying complexity of concepts. In contrast, Problem-solving before Instruction reverses this sequence, requiring students to first engage with challenging, ill-structured problems before receiving formal instruction. This process encourages active exploration, creative thinking, and resilience, as students must draw upon prior knowledge, make connections, and confront gaps in their understanding. 

This study presents a teaching intervention aimed at improving learning comprehension in an electrical circuits course at an Electrical and Computer Engineering faculty by utilizing the concept of Problem-solving before Instruction during an applied module on transients in second order electrical circuits. The intervention, which targeted a specific learning module of the whole course, had students work in groups to solve open-ended circuit analysis problems involving differential equations before receiving formal guidance on solution methods. Notably, while students took prerequisite courses on differential equations, the challenge in this module was the implementation in an electric circuits context. The intent was to engage students in deeper cognitive processes as they attempted to solve the problems based on prior knowledge of circuits analysis,  calculus and algebra. Following this productive struggle, targeted instruction on solving differential equations in circuit analysis was delivered via fully recorded lecture and in-class tutorial lesson, linking theory to the challenges students had encountered. 

Preliminary results reveal that problem-solving before Instruction led to higher levels of conceptual understanding and problem-solving ability compared to the content covered in the other, lecture-based teaching modules. Further, students reported a positive learning experience, emphasizing the contribution of the closer interaction with the teaching staff as well as the opportunity to engage in hands-on problem-solving activities. These findings indicate that Problem-solving before Instruction can be an effective pedagogical approach for enhancing comprehension in complex engineering topics, particularly where mathematical modeling and real-world application intersect. This approach encourages active learning, promotes resilience in problem-solving, and leads to a deeper grasp of both the mathematical and dynamical behavior of electrical circuits.
AU  - Ilana Ram
AU  - Yinnon STAV
AU  - Firas Ramadan
AU  - Lisa Bosman
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Applying Problem-solving Before Instruction to Improve Learning Comprehension in an Electrical Engineering Circuits Course
UR  - https://peer.asee.org/55451
DO  - 10.18260/1-2--55451
ER  -