Search

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

Laboratories are considered to play a unique role in circuits teaching. Laboratories can be traditional, with physical components and desks, or virtual with graphical simulators. Applying these facilities in teaching, students can make experiments or measurements by exploring electric circuits' features. However, an intriguing research question is whether physical components or graphical simulators are more appropriate to build knowledge, enhance skills and improve attitudes. Thus, the aim of this article is: 1) to perform a review in order to explore the characteristics of the studies that compare the tangible and graphical user interfaces and 2) to apply a meta-analysis for the effects of the interfaces under study. The meta-analysis included 88 studies with pre/post-tests designs with 2798 participants, which were emerged from: a) 4 databases, b) forward snowballing method. The review showed that the majority of researchers have focused on the knowledge gaining, while a few researchers have examined skills and attitudes. The meta-analysis showed that the combination of user interfaces (tangible/graphical) appears to be the most beneficial for students in the domain of electric circuits teaching.

Achieving deeper and permanent learning has always been the focus of teaching force. This purpose is independent of the teaching level or subject matter. Pre-service teachers' lack of interest and inability to connect learning levels are partly cited for their inability to develop this deeper and permanent learning of science concepts. In this respect, an action research design conducted using a case-study paradigm which included the simulation-role-play teaching strategy was used to teach pre-service teacher the concept of "doping of pure semiconductors" into p-type and n-type semiconductors. This is an area under basic electronics. The result of the non-parametric Wilcoxon Signed Rank Test analysis revealed a statistically significant increase in pre-service teachers' performance level in basic electronics test following an intervention using the simulation-role-play approach. The median score of the performance level also increased from a pre-test score to post-test score. The simulation-role-play teaching approach affected student teachers' learning of basic electronics by 55% which is considered a large effect. Further, when a sample of the pre-service teachers were interviewed, the result showed a positive view toward teaching using simulation approach which converts theoretical knowledge into practical knowledge for deeper understanding and permanent learning. The findings from this study would be helpful to student teachers and tutors in the colleges of education as it offered useful intervention in teaching and learning of doping of pure semiconductors.

Encouraging student engagement is a key aim in any educational setting, and allowing students the freedom to pursue their own methods of solving problems through independent experimentation has been shown to markedly improve this. In many contexts, however, allowing students this flexibility in their learning is hampered by constraints of the material itself, such as in the electronics laboratory, where expensive and bulky equipment confines the learning environment to the laboratory room. Finding ourselves in the position of teaching one such laboratory course at the undergraduate level, we sought to encourage students to learn through independent investigation and the pursuit of personal projects, by providing a more flexible and inquiry-based learning environment and allowing them to take their measurement equipment--and their learning--beyond the laboratory itself. We present this project as a case of design both for and by students, with the lead designer undertaking the project after attending the course in question, and pursuing its development as a foundational step in their graduate career. We discuss the challenges and opportunities we encountered over the course of the design and development process, and the eventual key output of the project: a portable, low-cost, integrated electronics experimentation platform called the WinterLab board.

Learning in makerspaces is free from curriculum and evaluation and is believed to yield practical, self-driven and solution-oriented learners. This study explores how makerspace pedagogy can be emulated in formal higher education settings to support this kind of learning. Action research was used to cultivate and review this pedagogical approach in three repeated design studio courses using three-dimensional (3D) printing lab. The maker pedagogy was to support self-driven learning emerging in relationship between learners, their social environment and technology media. Maker and design pedagogy has been further theoretically developed using postphenomenology as a process of learners' adoption of 3D printers in own design practice, learners' adaptation to the affordances of the 3D printers, and attainment of learners' own goals in social contexts using 3D printing technology. Finally, the study indicates how shifting from constructivist to postphenomenological theoretical concepts can give new insights and strengthen sustainable pedagogical practices. Limitations and opportunities for maker pedagogy in formal education are addressed with these new insights.

Many educational strategies have been proposed to improve students' learning motivation and outcomes. This paper reports the student learning outcome results of a three-year study centered on the Electronics course at the Department of Physics of National Taiwan University. In the first year, peer instruction (PI) with in-class lectures was implemented. In the second year, in-class lectures were replaced with online lectures in a flipped classroom (FC) approach, and PI in class was maintained. In the third year, PI-based conceptual questions (CQs) were scored as part of in-class homework to enhance motivation for online lecture preview. Learning performance was evaluated based on cumulative percentage of correct answers to CQs and summative assessment. The results revealed improved student performance on summative assessment with PI and FC approaches combined. Furthermore, when CQs were scored, overall learning outcomes were significantly enhanced. In addition, an advantage of using a PI plus FC approach over using PI alone is that more course materials can be covered in online videos, which prevents a loss of lecture content to the time-consuming, in-class discussions involved in PI. Our study indicates that when students' motivations to prepare before class are reinforced using graded CQs, the learning outcome enhancement of PI plus FC is even more significant.

This paper describes a student-centered approach to teaching and learning physics in a high school classroom. The teacher designs and uses a 5E learning cycle to teach series and parallel electric circuits. This article provides an example of the implementation of 5E model for a physics lesson to address three-dimensional learning-science and engineering practices, disciplinary core ideas, and crosscutting concepts. In this lesson, students could make predictions, exchange ideas, and collect and analyze data to construct evidence-based explanations about electric circuits, Ohm's law. This type of lesson design is effective to enhance students' engagement in scientific practices and develop conceptual understanding.

The study investigated the influence of personality traits on career satisfaction and job performance of electrical/electronic technology education lecturers in tertiary institutions in Nigeria. The study covered 10 tertiary institutions (Colleges of education and Universities) in South-West, Nigeria offering electrical/electronic technology education. The data were collected using structured questionnaire. One hundred and sixty-nine electrical/electronic technology education lecturers in 10 tertiary institutions in six states of Nigeria participated in the study. The data collected were analysed using Pearson product-moment correlation coefficient, standard multiple regression and one-way ANOVA. The study revealed that extraversion, openness to experience, neuroticism, conscientiousness and agreeableness were significant predictor of career satisfaction. Study established that extraversion, openness to experience, neuroticism, conscientiousness and agreeableness were significant predictor of job performance. Furthermore, this study found that demographic profiles (gender, years of teaching experience, ranking and qualification) influence personality traits, career satisfaction and job performance of electrical/electronic technology education lecturers in tertiary institutions.

Contribution: This study contributes to understand the current state of electronics education in Brazil, comparing it with market demand for professionals in the context of Industry 4.0 (I4.0). This study can be used to improve and update education programs and disciplines, as well as to assess whether the graduate's profile is aligned with the needs of Brazilian industries. Background: The effects of I4.0 have created an industrial environment that requires new professional skills and knowledge. Electronics was one of the most affected industries, mainly due to the rise of the Internet of Things (IoT). To prepare professionals to act in this new environment, technological education must be constantly updated. Research Questions: How are educational institutions preparing to teach electronics, particularly reconfigurable logic and microcontrollers, in the context of I4.0 and IoT? How does professional education in the field of electronics in Brazil align with market demands? Methodology: To collect and analyze data for this study, survey and multivariate analysis techniques (discriminant, exploratory factorial, and multidimensional scaling) were used. The sample included 89 Brazilian university professors who teach digital systems and have academic backgrounds in electrical, electronics, or related fields. Data from the survey and Brazilian industries were used in joint analyses. Findings: The lack of material in Portuguese for reconfigurable logic and laboratory preparation for IoT training are among the most critical factors in the Brazilian scenario. Despite the fact that professors consider logic is important for students' technical training, 34.8% reported that it is not taught in their institutions. The reality of educational institutions in terms of laboratories for the I4.0 was rated zero (worst level of evaluation on a scale from zero to ten) by 14.6% of respondents.

Augmented reality (AR) stands as a widely embraced technology that significantly enhances learning experiences for students. AR offers an instructional approach supported by technological design, thereby fostering enriched learning interactions. This research proposes an interactive AR framework, intended to create an augmented reality learning environment (ARLE) for the specific needs of electronics engineering laboratory hardware operations. The ARLE functions as an active learning system designed using a user-centered methodology. It offers interactive 3D models of laboratory equipment, providing learners with preliminary training in equipment operation. The real-time connection between the laboratory apparatus and the AR environment is established using the Arduino board. This interface empowers users to control the AR simulation through the laboratory equipment seamlessly. An experimental study involving 80 engineering students was conducted to evaluate the impact of AR intervention on user experience, usability, and operational skills. The participants were divided into two groups: the experimental group (N = 40) and the control group (N = 40). The experimental group underwent electronics equipment training using ARLE, while the control group followed instructions from a standard instrument handbook. To assess the usability and user experience of ARLE, the system usability scale (SUS) and the user experience questionnaire (UEQ) were employed (N = 40). The findings revealed an SUS score of 80.9 for ARLE, categorizing it as "good" according to SUS ratings. Additionally, the UEQ results demonstrated significantly favorable scores across the six scales when compared to the benchmark dataset. The study's outcomes demonstrate that AR intervention offers learners significant pedagogical value, resulting in a substantial positive impact on operational skills in electronics laboratories.

An augmented reality (AR)-integrated gamification learning approach in an electronics course was developed in this study to help students better understand the concepts while simultaneously increasing their motivation. An experimental study was conducted to examine the effectiveness of the AR-integrated gamification approach on students' learning outcomes and motivation. A total of 29 vocational high school students was divided into two groups. The experimental group experienced AR-integrated gamification while the control group adopted conventional gamification. The results indicated that students in the AR-integrated gamification approach outperformed the conventional gamification group in the psychomotor learning outcomes, but no significant difference was found in cognitive and affective domains between the two groups. Concerning learning motivation, the experimental group only performed better intrinsic goal orientation than the control group while the other categories of motivation were insignificant. To compare the pretest and posttest in each group, the experimental group gained higher posttest scores in all domains of learning outcomes than the pretest scores after the intervention, but the control group only improved cognitive and psychomotor domains. Regarding learning motivation, the proposed approach pointed out the better posttest scores in all components compared to the pretest scores in the experimental group while only the posttest scores of extrinsic goal orientation, task value, and control beliefs about learning were higher than the pretest scores in the control group. The practical implications and recommendations for future work are presented.

Computational Thinking (CT) is an emerging topic in school curricula. Different tools exist to support the learning of CT, namely visual programming languages and tangible development platforms (TDP), which are widely used in extra-curricular activities. To date, few tools have been developed that consider both teachers' needs and the school context. We designed the Kniwwelino Classroom Kit (KCK) in order to support the teaching of CT in classrooms. This paper presents the results of a pilot study, in which the KCK was used in three primary and three secondary schools in Luxembourg. The KCK is based on Kniwwelino, a creative environment designed for children from 8 years old to learn about programming and electronics. The study explored the suitability of the KCK for teaching CT in primary and secondary schools, focusing on three research questions: (1) how the KCK supports teachers' pedagogical practices, (2) how the KCK fulfils the pedagogical objectives set by teachers, and (3) the user experience of the KCK (for teachers and pupils). To assess how the KCK meets the three above-mentioned objectives, we used a mixed method approach, combining semi-guided interviews, logbooks, and several questionnaires. We learned that the KCK is versatile enough to adapt to different environments, objectives, and pedagogical approaches, which responds to the first two research questions, and thus offers a great deal of freedom to teachers. The fun and tangible approach of the KCK introduces programming and enables pupils to develop both CT and soft skills such as communication and collaboration. Teachers' feedback on their user experience was positive, particularly concerning stimulation, novelty, and attractiveness. KCK was evaluated as interesting, valuable, and good, but it was noted that some improvements needed to be made to make it easier, more predictable, and faster. The pupils also rated their user experience positively, with values that were generally on a par with previous studies reported in the state of the art regarding the use of Scratch and BBC Micro:bit in school-based experiments for learning CT. Drawing from these learnings, we list several recommendations for the development of other similar TDP tools to support the teaching of CT in a classroom setting. These recommendations concern the material, programming interface, connection, educational material, and the creation of a community.

Raspberry Pi Pico, based on chip RP2040, is an easy-to-use development microcontroller board that can provide flexible input/output functions and meets the teaching needs of basic electronics to first-year university undergraduates. This article presents our blended laboratory design using Raspberry Pi Pico for the course unit Digital Circuits and Systems. Considering the impacts of Coronavirus Disease 2019 (COVID-19) and the reduced number of students attending the in-person laboratory, we provide an alternative approach using an online Raspberry Pi Pico simulator produced by Wokwi for those students who cannot attend the physical laboratory. The entire laboratory is designed by design-based learning pedagogical methodology and consists of three dependent sessions. Throughout the three laboratory sessions, first-year undergraduates are expected to understand the basic digital logic and electronic circuits by building a simplified interactive traffic light controller system using Raspberry Pi Pico and Python programming. The intended learning outcomes, full details of the blended laboratory design, and the laboratory design evaluation results are given and discussed in this article to verify the effectiveness of the blended laboratory design using Raspberry Pi Pico. By analyzing the empirical data collected from laboratory participants, the effectiveness of the proposed blended laboratory design can be well supported, and all intended learning outcomes are successfully achieved subject to the impacts of COVID-19.

Many authentic BME projects require system integration. This year, before the start of the open-ended Capstone projects, three connected modules were used as an initiative to practice systems integration and thus promote readiness. To this aim, a Do-It-Yourself spectrophotometer/colorimeter was used as the interconnecting theme. In the first two hands-on modules, teams developed electrical circuits and mechanical hardware to implement, test, and assess their unique designs. The third theoretical module focused on design impact analysis related to ABET student learning outcome two. In this activity, each student team proposed multiple design ideas for a pulse oximeter. Together, these modules over four weeks enabled students to integrate and consider a system as a whole. Throughout the intervention, instructors provided formative feedback. End-of-module presentations, written reports, and a practical exam were used as part of the modules. While the efficacy of the intervention was not formally assessed, an informal, anonymous survey was provided to the students. Overall, the intervention was well-received by the students and improved their abilities to approach system integration. The presented teaching tip shares the resources and summarizes the students' informal reflections.

Arduino is easy to use because it is a simple system. In addition, since Arduino has an open source code system, it is a system that is open to everyone's use, can be developed and can be easily implemented. Anyone who wants to use Arduino can buy and use the necessary parts for their application. It is a platform that can be very useful in the physics lab due to its low price and wide availability of sensors and transducers. In this article, the Arduino platform is briefly introduced, and by installing an RC circuit, the charge-discharge curve of the capacitor has been drawn on the serial plotter. In addition, distance measurement was calculated by using an ultrasonic distance sensor and time measurement between two sensor events was calculated with two infrared obstacle sensors. The measurement results are given in the serial monitor. As a result, several examples of what can be done in laboratories in physics experiments using Arduino and some sensors have been shown.

Background/purpose: During the COVID-19 pandemic, teachers were required to update school activities using various technological tools. The aim of this mixed research was the construction and usage analysis of the Digital Game for the teaching-learning process on Electronics (DGE) version 3.0 in the Combinational Circuits unit through data science. Materials/methods: DGE version 3.0 facilitates the construction of new educational spaces in the distance modality. This web game consists of a simulator that presents the contents of the output function for two variables and their representation through logic gates. The participants of the study were 15 electronic and electrical engineering students who took a digital design course at the National Autonomous University of Mexico during the 2021 academic year. Results: The machine learning (linear regression) results indicate that the interface, design, and color of the DGE version 3.0 web game positively influenced the students' assimilation of knowledge and skills development in the field of electronics. On the other hand, the decision tree technique identified six predictive models with regards to the use of the DGE version 3.0. Conclusion: Technological advances such as web gaming can facilitate the teaching-learning process from virtually any location.

This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.

The aim of this study was to determine factors that influence Kuwaiti pre-service teachers' choice of Practical Electrical Subjects by profiling and analysing their motivations. Unlike previous studies that focused on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations, this study uses the interpretive lens of Expectancy Value Theory which forms the foundation for the Factors Influencing Teacher Choice model to analyse and describe factors that influence the pre-service teachers' career choice decisions. One hundred fifty-six pre-service teachers enrolled in a teacher education programme completed the Factors Influencing Teacher Choice survey on which they rated 25 motivational factors. T-tests and One-way ANOVA were used to examine differences based on gender and year of study. Self-efficacy beliefs, social utility value, time for family, job security and prior teaching and learning experiences were important career choice determinants. Fall back career was the least important motivational factor. Gender was found to significantly influence their career choice while year of study did not significantly influence their decision. In general, female pre-service teachers appeared to be more motivated to choose teaching electricity as a practical subject than males. The pre-service teachers' year of the study showed significant variations only regarding social utility values and fallback career. The results of this study would contribute to existing literature on factors influencing pre-service teachers to choose a teaching career that involves vocational or practical subjects' teachers. Some theoretical and practical implications are drawn for pre-service teacher education.

The main objective of this study is to investigate the relationships between digital distraction, perceived learning, and general satisfaction in emergency remote teaching. Correlational design, one of the quantitative research methods, was used for the study. The study sample consists of 1532 university students in a Turkish university during COVID-19. The study results show a significant relationship between digital distraction, general satisfaction, and perceived learning. Digital distraction is negatively related to general satisfaction and perceived learning, and general satisfaction is positively related to perceived learning. When the independent demographic variables were analyzed, digital distraction scores were higher for females, those not working in any job, not participate orientation training, and not following the live class and watching it later. In addition, it was revealed that as the age of the students decreased, the digital distraction scores increased. It was found that digital distraction variables, the amount of digital distraction, sending instant messages, checking the time, boredom, sharing social media, and system usability were significant predictors of digital distraction.

Circuit simulation, together with practical sessions, is considered a fundamental tool to assist in the teaching of electronics. Robotics offers rich real-world applications that foster student interest in developing engineering projects. Despite the potential benefits of uniting these two realities, software tools that combine circuits and robotic systems in a single simulation platform are scarce. This article presents Ardosia, a simulation software that combines electronics and robotics in a single simulation arena. The electronic aspects of the simulation are handled by the Falstad Circuit Simulator, a software with proven success in promoting student interest and learning outcomes. Importantly, this software features significant interactive and visualization characteristics that are deemed valuable to enhance conceptual understanding. Non-electrical physics simulation is performed by a special-purpose engine, designed to simulate sensor and actuator behavior in a 2-D world. In combination, the two simulation engines yield a model where electronic circuits are embodied in the world through robot sensors and actuators interacting together and with the surroundings. Such a simulator is intended to promote the use of robotics projects in electronics education, since students will be equipped with software to conveniently design and evaluate robotic systems, through simulation, before applying their ideas in an experimental setting. This article presents an overview of Ardosia, complemented with examples of use in electronics education and a validation experiment comparing simulation with real-world data.

The present study explored pre-primary students' investigative activity during a longitudinal, integrative technology education project: the Power Creatures project. Investigative activity refers to the way young children act in a learning context that combines inquiry-based activities with creative hands-on activities, such as designing and crafting. Nineteen pre-primary students (aged five to six years) and two teachers participated in the case study. The main data set consisted of six video-recorded small-group sessions in which the children experimented with electronics and designed and made felted creatures containing soft circuits. The data were analysed using a theory-based, deductive content analysis. The results indicate that playful, investigative activities support pre-primary students' learning of everyday technologies and that children can transfer their understanding of the technological process from one situation to another. This process requires careful pedagogical planning and scaffolding that maintains the longitudinal process and adapts to its established and evolving goals.

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student's engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

This paper presents the implementation of a case study analysis in an introductory level electrical circuits course. According to the author's knowledge, this is the first time hybrid implementation of a case study analysis with problem-based learning (PBL) and virtual experimentation (VE) was used in an introductory level electrical circuits course globally. The student body of this course was comprised of a diverse group of engineering disciplines including, 12 from electrical engineering, 18 from mechanical engineering, 3 from electrical-mechanical engineering, one from cybersecurity, and 4 transfer students with discipline not yet assigned. In terms of graduation standing there were 14 sophomores, 17 juniors, and 7 seniors. As mentioned above, this was an introductory electrical course, and a significant number of juniors and seniors were from non-electrical engineering majors. This article illustrates the cases, feedback collection method, results from the initial implementation, and next steps.

The abstract definition of electric power as "ability of a voltage source to do work" or quantitatively as "energy per unit charge" is preceded by a qualitative description in terms of the existence of surface charges. These surface charges and the associated electric fields can be demonstrated experimentally and allow a causal explanation of the processes and laws to be understood and learned.

Ohm's law and Kirchhoff's rules refer to stationary states and do not provide any indications of the always-present transition processes that connect these states and cause their respective setting. Through the use of suitable simulation programs these transition processes are accessible to classroom activities and allow a deeper and more coherent understanding of the ongoing processes.

Continuous developments in the electronics industry have led to constantly changing career roles and graduate skills requirements. Students in the University of Electronic Science and Technology of China (UESTC) have complained that numerous courses in electronic engineering are heavily focused on theoretical knowledge that is disconnected from the needs of the industry. Thus, in an effort toward delivering student-centered educational programmes that meet the needs of the industry, this article introduces an innovative course that was developed using the project-based learning (PBL) method and situated in the electronic engineering undergraduate programme at UESTC. Since real-world engineering projects require teams to collaborate on ill-defined problems, we focused this innovative course on developing professional and technical skills, drawing from a range of more typical electronic engineering courses. We provide full details of two projects that were created for this PBL approach and evaluate them as practice examples that demonstrate the impact of this practical pedagogic innovation in UESTC. According to our evaluation, completed by all 40 of our enrolled students, our innovative course based on interdisciplinary PBL exercises demonstrated a significant improvement in student satisfaction and 65% of students preferred the interdisciplinary PBL course in comparison to traditional lecture-based courses.

[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] We present the pedagogical design and implementation of "ESSENCe": Experimental problem solving using Staging, Scaffolding, Embedded information sources, iNstruments, and Collaboration. Research in experimental physics requires problem-solving skills that include designing investigations, developing instrumentation techniques, troubleshooting, planning data analysis, and evaluating experimental outcomes. Most of these skills can be taught at the undergraduate level but are unfortunately skipped in traditional cookbook-recipe style labs. Since many physics experiments require electronics, the ESSENCe pedagogy presented here has been developed in the context of undergraduate electronics laboratory courses. The goals of ESSENCe labs are to help students apply their theoretical knowledge of electronics to hands-on open-ended experiments, understand properties of physical systems and limitations of measurements, and to learn how to work with sophisticated instruments used in experimental research. ESSENCe emphasizes collaboration with peers and teaching assistants. This paper presents the results of ESSENCe implementation in a sophomore undergraduate analog electronics lab of 45--60 students over multiple years in a top-ranked technological university in India. A mixed methods study was conducted to analyze students' development of experimental problem-solving skills through repeated measures of performance on experimental tests and video analysis of students working on the experiments. We found statistically significant improvement in students' experimental problem-solving skills over the course of a semester. The study also analyzed students' perceptions about the benefits and challenges of the open-ended collaborative lab.

Laboratory tasks often focus on mechanical procedures leaving limited time and opportunities for students to build conceptual knowledge. We investigate to what extent introducing simulation tasks to preparation work can enable students to build their conceptual knowledge. We surveyed two cohorts of students taking an electronics module. Laboratory report marks were also analysed across the two cohorts (before and after introducing simulations in the laboratory preparation). No significant difference was found between the cohorts but the maximum marks increased after simulations were introduced. Students perceived that using simulations aided their constructive knowledge and knowledge confidence. Analysis of the free-text responses suggests that students benefitted from the simulation tasks by visualising the theory and concepts, confirming and checking results, and exploring different scenarios before and after the physical laboratory session. These results suggest that laboratory practicals should be supported with simulation software where possible.

In this paper, we seek to evaluate the extent to which students can follow a deductive reasoning chain when it is presented to them. A great deal of instruction in introductory physics courses is centered on presenting students with a logical argument that starts from first principles and systematically leads to a particular conclusion. This approach to instruction may conflict with current models of how students reason, including dual-process theories of reasoning and decision making. We investigated student ability to follow reasoning chains at several different institutions, across multiple topics that span introductory mechanics and electricity and magnetism. (For the purposes of this study, we operationally define "following" a reasoning chain--either a correct chain or an incorrect chain--as selecting the appropriate conclusion to a given chain.) To accomplish this, we asked students to answer a physics question and provide an explanation for their answer. We then presented them with a reasoning chain generated by a fictitious student and asked them to select the appropriate concluding statement for that chain. Some of these fictitious chains were fully correct, while others contained a conceptual or logical error. We intentionally used tasks for which students would be unlikely to generate correct reasoning chains on their own. We found that for most tasks, students were generally successful at following chains based on common incorrect reasoning. Students who themselves generated the correct reasoning, however, were much more successful at following correct reasoning chains. Connections between this work and dual-process theories, as well as implications for instruction, are discussed.

Purpose: The purpose of this paper is twofold: to identify and map contemporary research on advanced technology implementations for problem-solving purposes in the manufacturing industry, and to further understand the organizational learning possibilities of advanced technology problem-solving in the manufacturing industry. Design/methodology/approach: This paper outlines a scoping review of contemporary research on the subject. The findings of the review are discussed in the light of theories of contradicting learning logics. Findings: This paper shows that contemporary research on the subject is characterized by technological determinism and strong solution-focus. A discussion on the manufacturing industries' contextual reasons for this in relation to contradicting learning logics shows that a Mode-2 problem-solving approach could facilitate further learning and expand knowledge on advanced technology problem-solving in the manufacturing industry. A research agenda with six propositions is provided. Originality/value: The introduction of advanced technology implies complex effects on the manufacturing industry in general, while previous research shows a clear focus on technological aspects of this transformation. This paper provides value by providing novel knowledge on the relationship between advanced technology, problem-solving and organizational learning in the manufacturing industry.

Background: Engineering societies call for more gender diversity, but especially girls' interest in engineering remains low. Basic Electronics is a bachelor-level study module, offered to upper secondary school students to attract them to study electrical engineering. Recently, on average, 34% of the upper secondary school students attending the module have been girls, yet only 13% of the new electrical engineering students are female. Purpose: The objective of this study is to understand what kinds of upper secondary school students have interest in STEM in general and electronics in particular but are not considering electrical engineering as a future career. Sample and design: A questionnaire was administered to participants (age 17-18) in the Basic Electronics module in years 2017-2020 (N = 119), and the data were statistically analyzed. Results/Conclusion: Both genders seem to be interested on the practical and hands-on aspects of technology. Yet, boys are much more likely to consider studies in electrical engineering than girls. Boys receive more encouragement and guidance to act with technology both from home and from school. They also have more often technology-related hobbies. Hence, the current image of electrical engineering and other societal factors appear to be more likely to attract boys than girls to the field even among the adolescents with high general interest in STEM subjects.

Technology enhanced learning applications are used more and more in terms of curriculum in primary and secondary education as it has been shown that they have a positive impact to the learning outcome of youngsters. However, for tertiary education this is not the case, since more traditional methods of teaching are still dominant. Despite this fact, there are cases in which e-tools have been proven to be valuable for tertiary education, especially when the shortage of personnel and adequately equipped laboratories can become a serious obstacle for the teaching process. The recent pandemic has proven that technology can offer a unique channel for delivering lessons, seminars, and organizing meetings. Innovative interfaces can offer access to remote labs and offer the opportunity to deliver laboratory classes. The impact of the implementation of such e-tools has been carefully investigated using a large number of tertiary students (n > 100) and useful conclusions have been drawn, highlighting that the educational value of technology enhanced learning tools is generally underestimated in the field of tertiary education, especially, nowadays, that the pandemic has highlighted the added value of remote laboratories in the teaching process.

This study discusses the development of a basic electronics knowledge (BEK) assessment as a pretest activity for undergraduate students in engineering and related fields. The 28 BEK items represent 12 key concepts, including properties of serial circuits, knowledge of electrical laws (e.g., Kirchhoff 's and Ohm's laws), and properties of digital multimeters. This paper first discusses a psychometric evaluation of the BEK assessment to understand its basic measurement properties and to examine various group-level differences based on demographic, institutional, and instructor characteristics. Subsequently, the relationship between BEK scores on the 23 retained items and performance on an existing complex collaborative simulation-based electronics task is discussed. Results demonstrated that basic content knowledge alone may not be sufficient for students to demonstrate knowledge of electronics skills on more complex tasks. The research also carries great importance given ongoing concerns about improving the overall state and diversity of the engineering workforce and its associated pipeline to meet the demands of the national economy.

The purpose of this study is to design a set of learning modules for developing the knowledge and skills of 34 students. The set includes 3 modules: Module 1: Monitoring; Module 2: Circuit Design; and Module 3: Transformer Development. The Four-D model is employed, and the study results are divided into 2 parts: 1. an evaluation of the effectiveness of the learning modules and 2. a comparison of pre- and post-test learning achievements after application of the learning modules. The modules are assessed based on standard criteria: the 80/80 rule, a t-test, and the results reveal that the post-test scores are higher than the pre-test scores, indicating that students taught using the model achieved better learning outcomes with a statistical significance of 0.05. In conclusion, the proposed modules allow students to develop knowledge of basic electrical and electronic circuits and develop skills in this discipline.

We present a method for the teaching of Electronics, defined as the scientific discipline that studies the movement and behavior of electrons in semiconductor materials and in vacuum. Electronics can be considered as a science with a solid physical foundation. Within the field of Electronics there are different disciplines, some of them can be considered as pure science, while some others are more oriented to applications. Our methodology has been applied to the wide range of courses that develop the different approaches to Electronics, from the physics of semiconductors or the physics of microelectronic devices, generally taught at physics faculties, to microelectronic fabrication technology or microelectronic design, subjects that typically have a more application-oriented character. To ensure an effective learning of these subjects, a teaching-learning model has been established. This model involves the criteria for developing the programs and defining objectives according to the curricular competences, as well as the development of a series of activities in which the methods, techniques, forms of presentation and didactic resources most useful to achieve the proposed objectives will be used. An evaluation system that assesses the effectiveness of the educational process and detects its anomalies is also included. The impact of this method on the effectiveness of the teaching-learning process was evaluated by a comparative analysis of the results of the surveys distributed by the university to the students for the assessment of quality, together with surveys to the lecturers of the subjects of Electronics.

In the present study, an experimental teaching material using a soundcard oscilloscope developed for science, technology, engineering, and mathematics (STEM) education considering the engineering viewpoint was applied to address student's misconceptions in the alternating current (AC) circuit topic in high school physics. Four experiments were conducted, and 13 conceptual understanding questions were used to explore the concept of the AC circuit among 192 secondary school students in Indonesia. This study concluded that the STEM system used in this study was considered to be useful to overcome the various misconceptions in high school physics. As a result of this study, it is recommended that more researchers should find, create, develop, and implement more teaching materials that support the understanding of students in AC circuits as well as the other parts of physics. Deeper investigations into the pre-conceptions of students would be another area of research that this study identified as an area of the focus needed in investigating cases of misconceptions.

Conceptual knowledge is a crucial tool for students to understand scientific phenomena. Knowledge about the structure and function of mental concepts potentially helps science educators to foster the acquisition of this tool. Specifically, the coherence of students' mental concepts is an intensely discussed issue within the related conceptual change discourse. While former discussions focused on the question of whether these conceptions are coherent or not, recent approaches describe them as dynamic systems behaving more or less coherently in different situations. In this contribution, we captured this dynamic behavior of individual concepts by means of network analysis. Transcribed video data of 16 pairs of students working on four subsequent experiments on energy were transformed into weighted networks, which in turn were characterized by standardized coherence parameters. These coherence parameters and more basic network parameters were correlated with students' pre-post scores of a multiple-choice test on the energy concept. We found that the coherence parameter is significantly related to the students' test scores. Even more intense relations are indicated if networks are calculated solely based on conceptual key terms. Implications as well as methodological constraints of this approach are discussed.

"Prototyping Puppets" combines craft and performance in a puppet making STEM workshop for informal learning. We report on its final evaluation in two events (n=10 and n=13) to show how the design addressed black boxing of technology through a craft-centric approach and successfully engaged different student populations through an educational framing that included performance practice. The informal learning workshops are aimed at 5th grade level students. First, the problem space is laid out and the approach of the project introduced. Second, the design realization is briefly covered. Third, the final evaluation of the design in two workshop conditions is presented using qualitative as well as quantitative data. Students showed self-perceived increases particularly in their attitudes toward technology. These results are discussed before we report on the adaptation of the workshop for different conditions to illustrate the flexibility of the basic set up.

Using integrated learning and project-based learning can make correlation of knowledge and skills in order to make students apply the knowledge to become a new knowledge for creating project to be prepared for Thailand 4.0 with the topic electrical measuring instrumentation project with the Internet of thing. The research process divided into 3 parts: 1) topics analysis and objectives analysis for integrated learning 2) project-based learning for projects assignment and 3) Integrated learning and project-based learning. The sample were 18 4th year students in Electrical engineering manufacturing department, Bansomdejchaopraya Rajabhat University. The assessment stages were followed by 1) project proposal 2) project planning and design 3) project implementation 4) project evaluation and 5) project presentation and report. The result found that: students can create their electrical measuring instrumentation group's project from this learning method and the students' evaluation and feedback were agree with this learning model. In conclusion, leaning by using integrated learning and project-based learning can improve thinking skills, teamwork skills, use of technology and other skills related to their project topic such as microcontroller and computer programming also promoting students-centered and gives the opportunity to make discussion between students and lecturer to suggest and solve students problems.

This paper presents findings from an on-going international study of Early Childhood (EC) teachers' and children's use of Internet of Toys (IoToys) to understand possibilities for developing children's cognitive capacities (e.g., creativity, inquiry, engineering design thinking). The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically constructed Science Technology Engineering and Mathematics (STEM) experiences for preschoolers. Using Australia as a case study, data collection involved participant observation of three teachers' and 17 children's technology constructed play experiences with robotic toys, littleBits electronic magnetic blocks, alongside pre and post semi-structured interviews with teachers and children's photo voice sessions were video recorded. Analysing the findings using embodied cognition theory showed that the teachers, although novice in their own technological pedagogical knowledge engaged children's play with the robotic toys, and co-learn with the children. Integration of STEM-focused playful experiences supported children's scientific inquiry, design thinking and creativity as well as vocabulary targeted at interdisciplinary STEM concepts. With the ever increasing focus on developing children's 21st century skills, this study recommends engineering habits of mind, creativity and inquiry dispositions should now be taken into account in teaching and learning situations with young children and to develop STEM engagement.

Microgenetic design or microgenetic method is a scientific method in which the same setting is studied repeatedly in order to observe possible changes in details. Reviewing the current literature, one can conclude that microgenetic methods have positive effects of learning in general and language learning in particular. The main objective of the current study was to investigate the possible effects of implementing input enhancement techniques using microgenetic methods, on Iranian ESP learners' conjunction production. To this end, a number of 40 Iranian ESP learners were participated in the study. During the four-week period of the current study, the participants received the instructions and treatment, two sessions a week and each session lasted for an hour. After administering the pre-test before the instruction, using input enhancement techniques, a number of the conjunctions were presented and taught to the learners in the first session. The data were collected after instructional sessions during the first, third, fifth, and seventh weeks through paragraphs focusing on conjunction production written by the participants. The results indicated that, in the course of time, input enhancement techniques using microgenetic methods, significantly affect Iranian ESP learners' conjunction production.

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study's findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

The present paper addresses the issue of teaching electronics as an integrative course at university. One of the urgent demand to universities is to prepare future specialists for solving multi-tasked global problems. Therefore, educators need to employ new teaching strategies and methods. Systems thinking skills are considered as the requirement of the twenty-first century that should be developed at universities. We suggest STEAM approach as a powerful tool to foster the development of individual systems thinking skills in students of electronics specialty. In order to verify our hypothesis, we assessed students' level of system thinking skills and employed systems thinking tools development during teaching field-related and English language classes to accomplish STEAM as an approach that supports individual types of information perception through technical, creative, scientific cognitive skills. Our assumption was confirmed by the results of the post-test. Among the skills that were changed: information needs and general resources identification, feasibility and sustainability of solution assessment, root causes identification and perspectives evaluation. We also identified the most efficient practical tools and differentiated them by subjects. Due to these transformations, we are able to develop technological literacy and foster cognitive skills such as creative, critical and systems thinking for problem-solving process.

Contribution: This article presents the innovative prototypes used in materials and fabrication technologies in medical devices (MFTIMD) laboratory course, under the curriculum of Biomedical (BME) and Electrical Engineering (EE) undergraduate studies. A special part of the course is devoted to state-of-the-art topics, such as flexible and wearable electronic devices and microfluidic devices. The article contains a brief overview of the laboratory course content as well as an assessment analysis with a satisfactory review and an academic outcomes review. Background: The course should address the properties and the applications of new types of materials used in medical electronics as well as corresponding fabrication technologies and devices. The course content and literature provide a multidisciplinary approach to contemporary engineering problems, specifically in a fast-developing field of biomedical electronics. Intended Outcomes: After successfully completing the MFTIMD course, undergraduate Biomedical (BME) and EE students are trained to independently fabricate and characterized various materials and components for medical devices. They are also capable of creating original ideas and realizing them according to gained knowledge. Application Design: The assessment and evaluation study consist of satisfactory test with positive statements and gradual multiple-choice options for student to rate the statements as well as teachers and the literature. An additional survey of acquired knowledge was conducted before the June exam period and a short prior/post-test focused on main course topics. Findings: The satisfactory survey results indicated a very positive students' attitude toward the course material and the teaching methods. The pass rate was above 85% in first (June) exam period with an average mark of 8.63 (on a scale from 5 to 10). The prior/post test revealed a significant improvement in the overall knowledge of the course subject, while the preparation test before the exam period resulted in 84% of correct test answers.

In the current day and age, innovation is the fodder that keeps companies and institutions running, and universities play an important role. During the crisis and in the post-crisis period, financial support for research and development have undergone significant changes especially at universities. The aim of this research is to conduct a patent focus analysis of the public and state universities in the Czech Republic and to analyze the development in patenting focus structure and to identify perspective and suitable research area. Hierarchical clustering was chosen for its clustering overview clarity and due to the relatively small sample size. Ward's method was chosen as the clustering algorithm with squared Euclidean distance as the system of measurement. Each cluster was characterized by five dominant IPC subsections to describe the patent focus. The patent focus segmentation of 115 public and state universities identified five main groups: medical/pharmacological, material, organic, construction and mixed measuring and material processing. Universities today are centers of knowledge. In addition, they support the innovation that spurs economic activity in a society. Universities have the potential to spur industrial activity with innovation and then pass information on to private firms.

Contribution: In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. Background: When the project-based learning (PBL) methodology is used in a course, if the students' workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students' approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students' answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. Research Questions: The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? Methodology: The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. Findings: The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students' academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies.