Documents disponibles écrits par cet auteur

Circuits kit K–12 outreach / Jana Reisslein in IEEE transactions on education, Vol. 56 N° 3 (Août 2013) 

Public ISBD [article]  in IEEE transactions on education > Vol. 56 N° 3 (Août 2013) . - pp. 316 - 321 Titre : Circuits kit K–12 outreach : impact of circuit element representation and student gender Type de document : texte imprimé Auteurs : Jana Reisslein, Auteur ; Gamze Ozogul, Auteur ; Amy M. Johnson, Auteur Année de publication : 2015 Article en page(s) : pp. 316 - 321 Note générale : Education Langues : Anglais (eng) Mots-clés : Circuit  element  representation  K–12  outreach  Student  gender  Developmental  level  Electrical  circuits  kit Résumé : Outreach to K-12 schools is important for attracting students to electrical engineering. Circuits kits provide K-12 students hands-on interactions with electrical circuits. The goal of this experimental study was to investigate the effects of two types of electrical circuit element representations on the self-reported perceptions of the outreach activity and learning of elementary and high school students. In the abstract representation type, the circuit elements were marked with the standard engineering symbols. In the concrete representation type, the circuit elements, such as batteries and light bulbs, were familiar to the students. Perceived student enjoyment, understanding, and cognitive load were assessed through surveys. Student learning was measured with a post-test. The impacts of student gender and developmental level were also analyzed. Results indicate that for elementary school students, the concrete representation led to higher understanding ratings and lower cognitive load ratings than the abstract representation, while there was no difference in student learning between the two representation conditions. For high school students, there were no significant differences in student perceptions or learning between the two representation conditions. However, male high school students gave significantly higher interest and understanding ratings as well as lower cognitive load ratings than their female counterparts, even though there was no significant difference in student learning between the genders. Elementary school students reported higher enjoyment for the circuits kit activity and higher cognitive load than the high school students. En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6353606&sortType%3Das [...] [article] Circuits kit K–12 outreach : impact of circuit element representation and student gender [texte imprimé] / Jana Reisslein, Auteur ; Gamze Ozogul, Auteur ; Amy M. Johnson, Auteur . - 2015 . - pp. 316 - 321. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 56 N° 3 (Août 2013) . - pp. 316 - 321 Mots-clés : Circuit  element  representation  K–12  outreach  Student  gender  Developmental  level  Electrical  circuits  kit Résumé : Outreach to K-12 schools is important for attracting students to electrical engineering. Circuits kits provide K-12 students hands-on interactions with electrical circuits. The goal of this experimental study was to investigate the effects of two types of electrical circuit element representations on the self-reported perceptions of the outreach activity and learning of elementary and high school students. In the abstract representation type, the circuit elements were marked with the standard engineering symbols. In the concrete representation type, the circuit elements, such as batteries and light bulbs, were familiar to the students. Perceived student enjoyment, understanding, and cognitive load were assessed through surveys. Student learning was measured with a post-test. The impacts of student gender and developmental level were also analyzed. Results indicate that for elementary school students, the concrete representation led to higher understanding ratings and lower cognitive load ratings than the abstract representation, while there was no difference in student learning between the two representation conditions. For high school students, there were no significant differences in student perceptions or learning between the two representation conditions. However, male high school students gave significantly higher interest and understanding ratings as well as lower cognitive load ratings than their female counterparts, even though there was no significant difference in student learning between the genders. Elementary school students reported higher enjoyment for the circuits kit activity and higher cognitive load than the high school students. En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6353606&sortType%3Das [...]

Introductory circuit analysis learning from abstract and contextualized circuit representations / Amy M. Johnson in IEEE transactions on education, Vol. 57 N° 3 (Août 2014) 

Public ISBD [article]  in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 160 - 168 Titre : Introductory circuit analysis learning from abstract and contextualized circuit representations : effects of diagram labels Type de document : texte imprimé Auteurs : Amy M. Johnson, Auteur ; Kirsten R. Butcher, Auteur ; Gamze Ozogul, Auteur Année de publication : 2015 Article en page(s) : pp. 160 - 168 Note générale : Education Langues : Anglais (eng) Mots-clés : Circuit  analysis  instruction  Circuit  diagram  Diagram  label  Electrical  circuit  analysis  Multiple  external  representations  Novice  learner Résumé : Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a “2 × 3” experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near- and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6637101&sortType%3Das [...] [article] Introductory circuit analysis learning from abstract and contextualized circuit representations : effects of diagram labels [texte imprimé] / Amy M. Johnson, Auteur ; Kirsten R. Butcher, Auteur ; Gamze Ozogul, Auteur . - 2015 . - pp. 160 - 168. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 57 N° 3 (Août 2014) . - pp. 160 - 168 Mots-clés : Circuit  analysis  instruction  Circuit  diagram  Diagram  label  Electrical  circuit  analysis  Multiple  external  representations  Novice  learner Résumé : Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a “2 × 3” experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near- and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6637101&sortType%3Das [...]

Technological literacy learning with cumulative and stepwise integration of equations into electrical circuit diagrams / Gamze Ozogul in IEEE transactions on education, Vol. 55 N° 4 (Novembre 2012) 

Public ISBD [article]  in IEEE transactions on education > Vol. 55 N° 4 (Novembre 2012) . - pp. 480 - 487 Titre : Technological literacy learning with cumulative and stepwise integration of equations into electrical circuit diagrams Type de document : texte imprimé Auteurs : Gamze Ozogul, Auteur ; Amy M. Johnson, Auteur ; Roxana Moreno, Auteur Année de publication : 2013 Article en page(s) : pp. 480 - 487 Note générale : Education Langues : Anglais (eng) Mots-clés : Diagram-equation  integration  Electrical  circuit  analysis  Spatial  contiguity  Technological  literacy  education Résumé : Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6172537&sortType%3Das [...] [article] Technological literacy learning with cumulative and stepwise integration of equations into electrical circuit diagrams [texte imprimé] / Gamze Ozogul, Auteur ; Amy M. Johnson, Auteur ; Roxana Moreno, Auteur . - 2013 . - pp. 480 - 487. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 55 N° 4 (Novembre 2012) . - pp. 480 - 487 Mots-clés : Diagram-equation  integration  Electrical  circuit  analysis  Spatial  contiguity  Technological  literacy  education Résumé : Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6172537&sortType%3Das [...]