2012 BFY Abstract Detail Page
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||Assessing student understanding in upper-division analog electronics courses*
||While there are many important goals of laboratory instruction, particularly in upper-division courses, relatively little work has been done to assess the impact of such courses on students. As part of an ongoing, in-depth investigation of student learning in upper-division laboratory courses on analog electronics, we have been examining the extent to which students enrolled in these courses develop a robust conceptual understanding of analog electronics (one of many course goals). We will highlight the development and use of written questions on diode and op-amp circuits that have been instrumental in probing student understanding in sufficient depth to identify specific conceptual and reasoning difficulties. We will also illustrate the role such questions may play in revealing weaknesses in the traditional treatment of certain electronics topics and in informing modifications to instruction.
*This work has been supported in part by the National Science Foundation under Grant No. DUE-0618185.
Download the Contributed Poster
MacKenzie R. Stetzer
University of Maine
Department of Physics and Astronomy
5709 Bennett Hall, Room 120
Phone: (207) 581-1033
Christos P. Papanikolaou, University of Athens
David P. Smith, University of Washington