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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 [...]