Herman, G. L., & Loui, M. C. (2012, June), Identifying the Core Conceptual Framework of Digital Logic  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21469

\bibitem{asee_peer_21469}
  Herman, G. L., \& Loui, M. C. (2012, June), \emph{Identifying the Core Conceptual Framework of Digital Logic}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21469

Geoffrey L. Herman and Michael C. Loui.  "Identifying the Core Conceptual Framework of Digital Logic".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21469 Internet.  14 Sep, 2024

\bibitem{asee_peer_21469}
  Geoffrey L. Herman and Michael C. Loui.
  "Identifying the Core Conceptual Framework of Digital Logic".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21469 Internet.  14 Sep, 2024

@INPROCEEDINGS{asee_peer_21469
author = "Geoffrey L. Herman and Michael C. Loui"
title = "Identifying the Core Conceptual Framework of Digital Logic"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21469}
number = {10.18260/1-2--21469}
}

TY  - CPAPER
AB  -                         Identifying the Core Conceptual Framework of Digital LogicWith the development of concept inventories and other conceptual assessment tools, engineeringeducators have become increasingly aware of the importance of teaching students about concepts andconceptual frameworks rather than rote skills or lists of facts. Students who possess a consistent coreconceptual framework are better able to recall knowledge, apply knowledge, and learn new knowledge,because the framework helps them synthesize their knowledge into a manageable cognitive unit.In the context of long-established disciplines such as physics or calculus, instructors commonly agreeupon a core conceptual framework for the discipline (e.g., Newton’s three laws are the foundation ofmechanics courses). However, in younger, emerging disciplines such as digital logic and computerorganization, there is no core conceptual framework and instructors disagree about what concepts,tools, and skills are essential for a student to learn in a first course in the field. For example, a Delphipoll of experienced digital logic instructors and textbook authors revealed disagreements about theimportance of various topics in a first digital logic course. Perhaps even more telling, these instructorscomplained that they could not cover all of the “basics” in a first course on digital logic.These instructors felt that they needed to keep introducing new information into their courses to keeptheir students prepared for this ever-changing field. In the absence of a unified, accepted conceptualframework, or even an IEEE standard for definitions of core terms, instructors are left to only personalbiases and previous syllabi to decide what to teach in their courses. An established and accepted coreconceptual framework can empower instructors to make better informed decisions when choosinglearning goals for their courses and about what content to keep in their courses. Establishing a coreconceptual framework can also focus instruction and help students develop better conceptualknowledge and be better ready for the evolving discipline of computer architecture.In this paper, we hope to begin a dialogue to establish a core conceptual framework for digital logiccourses. We present evidence from a Delphi poll of experienced digital logic instructors and textbookauthors to define the scope for a “typical” digital logic course. Next, we use evidence from a series ofstudies on students’ misconceptions in digital logic to present a case for the centrality of certainconcepts. In other words, we argue that if students understand a core concept in digital logic, then thatunderstanding should improve their performance in digital logic more generally. Improvedunderstanding of non-core concepts, in contrast, will not improve students’ performance generally.Then, we present a proposal for a core conceptual framework for digital logic and demonstrate how thiscore conceptual framework underpins many of the concepts and skills of digital logic. We conclude bypresenting suggestions for instruction and for future research.
AU  - Geoffrey L. Herman
AU  - Michael C. Loui
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Identifying the Core Conceptual Framework of Digital Logic
UR  - https://peer.asee.org/21469
DO  - 10.18260/1-2--21469
ER  -