Goris, T. V., & Dyrenfurth, M. J. (2013, June), How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19682

\bibitem{asee_peer_19682}
  Goris, T. V., \& Dyrenfurth, M. J. (2013, June), \emph{How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19682

Tatiana V. Goris and Michael J. Dyrenfurth.  "How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19682 Internet.  26 Apr, 2024

\bibitem{asee_peer_19682}
  Tatiana V. Goris and Michael J. Dyrenfurth.
  "How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19682 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_19682
author = "Tatiana V. Goris and Michael J. Dyrenfurth"
title = "How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19682}
number = {10.18260/1-2--19682}
}

TY  - CPAPER
AB  -                   How Electrical Engineering Technology Students                            Understand Concepts of Electricity.   Comparison of Freshmen’s’, Sophomores’, and Seniors’ Misconceptions.Effective instruction in Engineering and Technology requires knowledge of how studentsunderstand or lack understanding of key concepts in these disciplines. Incorrect mental models,deeply rooted in everyday experience, can significantly affect student learning. Evidencesuggests that students who learn new material may already have some understanding andpreconceptions about the new concepts.Misconceptions about electricity of freshmen and first-semester sophomores were analyzed andcompared to the misconceptions of seniors. The goals of the dissertation targeted: (1)investigating the correlation between student academic success (grades) and students’misconceptions, and (2) understanding how student mental models and misconceptions changewith increasing levels of competency and expertise during students’ progression from thefreshman to senior level.The two most interesting and unexpected results deserve attention. First, in the novice groupcorrelation between grades and misconceptions was stronger than in the senior group. Incorrectunderstanding of electricity in the senior group is frequently disguised by well-developedtechnical vocabulary. Even the brightest high-GPA students had numerous mistaken beliefs. Theother unexpected result was that, despite significant improvements in understanding ofelectricity, seniors had more misconceptions (and were more confused) than novices aboutphysical and fundamental electrical phenomena, such as ‘charge’ or ‘electrical field’. Also, thetwo widespread analogies among the students were between ‘water flow’ and electrical current,and electricity is a ‘substance-that-can-be-used-up’. Identified as the most popular mentalmodels, those analogies remained frequently used from the novice to senior levels.
AU  - Tatiana V. Goris
AU  - Michael J. Dyrenfurth
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - How Electrical Engineering Technology Students Understand Concepts of Electricity. Comparison of Misconceptions of Freshmen, Sophomores, and Seniors
UR  - https://peer.asee.org/19682
DO  - 10.18260/1-2--19682
ER  -