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An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department

Year 2018, Volume: 2 Issue: 2, 12 - 19, 31.12.2018

Abstract



In this study, the common
misconceptions are identified and regarding solutions are offered for
Electrical and Electronics Engineering students. From the standpoint of
knowledge, most important substructure of education is concept teaching. The
biggest obstacle to be faced in concept teaching is misconceptions that can be
avoided by researches. According to previous studies, students’ success,
interest and motivations regarding the electrical and electronics field is
lower compared to other fields. One of the reasons of this is that, the
concepts being used are notional and students fail to make these concepts
meaningful. As a result of this structure, they are faced with learning
difficulties. These learning difficulties set the basis of misconceptions of
students. By this study, a conception test is created in order to determine
misconceptions.  The test consists of one
right choice, expected misconception and a wrong choice which is not related
with the subject. Also, there are open-end questions at the end of each test
question in order to determine the students’ views regarding their choices. By
the result of content analysis, student common misconceptions are determined
and solutions are offered to avoid these misconceptions.



References

  • Arons A. B. (1990). A guide to introductory physics teaching (3rd ed.). New York: Wiley Inc., 328-335.
  • Basili P. A., Sanford J. P. (1991). Conceptual Change Strategies and Cooperative Group Work in Chemistry Journal of Research in Science Teaching, 28(4), 293-304.
  • Champagne, et al. (1983). Native Knowledge and Science Learning Research in Science and Technological Education, 1(2), 173-183.
  • Chi M.T.H. (1992). Conceptual change within and across ontological categories Examples from learning and discovery in science (2nd ed.). University of Minnesota Press, 129-160.
  • Clement J. J. (1977). Some Types of Knowledge Used in Understanding Physics (1st ed.). University of Massachusetts: Department of Physics and Astronomy.
  • D’Ambrosio B. S., Campos T. M. M. (1990). Preservice Teachers’ Representations of Children’s Understanding of Mathematical Concepts: Conflict and Conflict Resolution Educational Studies in Mathematics, 23, 213-230.
  • Esiobu G. O., Soyibo K. (1995). Effects of concept and vee mappings under three learning modes on students’ cognitive achievement in ecology and genetics Journal of Research in Science Teaching, 32, 971-995.
  • Fisher K. (1985). A Misconception in Biology: Amino Acids and Translation Journal of Biology Education, 22, 53-62.
  • Gal-Ezer J., Zur E. (2004). The efficiency of algorithms—misconceptions Computers & Education, 42(3), 215-226.
  • Gürbüz R., Birgin O. (2012). The effect of computer-assisted teaching on remedying misconceptions: The case of the subject probability Computers & Education, 58(3), 931-941.
  • Hake R. R. (1992). Socratic Pedagogy in the Introductory Physics Laboratory The Physics Teacher, 33, 1-7.
  • Herman G. L., Loui M. Zilles C. (2011). Students' Misconceptions About Medium-Scale Integrated Circuits IEEE Transactions on Education, 54(4), 637 – 645.
  • John P. S., Andrea A. D., Roschelle J. (1994). Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition The Journal of the Learning Sciences, 3(2), 115-163.
  • McDermott D. (1991). Regression planning International Journal of Intelligent Systems, 6(4), 357-416.
  • Mestre J. (1987). Why should mathematics and science teachers be interested in cognitive research findings? New York: The Collage Board Academic Connections, 3-5, 8-11.
  • Novak J. D., Gowin D. B. (1984). Learning How to Learn (2nd ed.). New York: Cambridge University Press.
  • Papastergiou M. (2008). Are Computer Science and Information Technology still masculine fields? High school students’ perceptions and career choices Computers & Education, 51(2), 594-608.
  • Posner G. J., Strike K. A., Hewson P. W., and Gertzog W. A. (1982). Accomodation of a Scientific Conception : Toward a Theory of Conceptual Change Science Education, 66, 211-227.
  • Posner G. J., Gertzog W. A. (1982). The Clinical Interview and the Measurement of Conceptual Change Science Education, 66, 195-209.
  • Resnick L. (1983). Mathematics and Science Learning: A new Conception Science Education, 220, 477-478.
  • Stavy R., Berkowitz B. (1980). Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature Science Education, 64, 679-692.

An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department

Year 2018, Volume: 2 Issue: 2, 12 - 19, 31.12.2018

Abstract



In this study, the common
misconceptions are identified and regarding solutions are offered for
Electrical and Electronics Engineering students. From the standpoint of
knowledge, most important substructure of education is concept teaching. The
biggest obstacle to be faced in concept teaching is misconceptions that can be
avoided by researches. According to previous studies, students’ success,
interest and motivations regarding the electrical and electronics field is
lower compared to other fields. One of the reasons of this is that, the
concepts being used are notional and students fail to make these concepts
meaningful. As a result of this structure, they are faced with learning
difficulties. These learning difficulties set the basis of misconceptions of
students. By this study, a conception test is created in order to determine
misconceptions.  The test consists of one
right choice, expected misconception and a wrong choice which is not related
with the subject. Also, there are open-end questions at the end of each test
question in order to determine the students’ views regarding their choices. By
the result of content analysis, student common misconceptions are determined
and solutions are offered to avoid these misconceptions.



References

  • Arons A. B. (1990). A guide to introductory physics teaching (3rd ed.). New York: Wiley Inc., 328-335.
  • Basili P. A., Sanford J. P. (1991). Conceptual Change Strategies and Cooperative Group Work in Chemistry Journal of Research in Science Teaching, 28(4), 293-304.
  • Champagne, et al. (1983). Native Knowledge and Science Learning Research in Science and Technological Education, 1(2), 173-183.
  • Chi M.T.H. (1992). Conceptual change within and across ontological categories Examples from learning and discovery in science (2nd ed.). University of Minnesota Press, 129-160.
  • Clement J. J. (1977). Some Types of Knowledge Used in Understanding Physics (1st ed.). University of Massachusetts: Department of Physics and Astronomy.
  • D’Ambrosio B. S., Campos T. M. M. (1990). Preservice Teachers’ Representations of Children’s Understanding of Mathematical Concepts: Conflict and Conflict Resolution Educational Studies in Mathematics, 23, 213-230.
  • Esiobu G. O., Soyibo K. (1995). Effects of concept and vee mappings under three learning modes on students’ cognitive achievement in ecology and genetics Journal of Research in Science Teaching, 32, 971-995.
  • Fisher K. (1985). A Misconception in Biology: Amino Acids and Translation Journal of Biology Education, 22, 53-62.
  • Gal-Ezer J., Zur E. (2004). The efficiency of algorithms—misconceptions Computers & Education, 42(3), 215-226.
  • Gürbüz R., Birgin O. (2012). The effect of computer-assisted teaching on remedying misconceptions: The case of the subject probability Computers & Education, 58(3), 931-941.
  • Hake R. R. (1992). Socratic Pedagogy in the Introductory Physics Laboratory The Physics Teacher, 33, 1-7.
  • Herman G. L., Loui M. Zilles C. (2011). Students' Misconceptions About Medium-Scale Integrated Circuits IEEE Transactions on Education, 54(4), 637 – 645.
  • John P. S., Andrea A. D., Roschelle J. (1994). Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition The Journal of the Learning Sciences, 3(2), 115-163.
  • McDermott D. (1991). Regression planning International Journal of Intelligent Systems, 6(4), 357-416.
  • Mestre J. (1987). Why should mathematics and science teachers be interested in cognitive research findings? New York: The Collage Board Academic Connections, 3-5, 8-11.
  • Novak J. D., Gowin D. B. (1984). Learning How to Learn (2nd ed.). New York: Cambridge University Press.
  • Papastergiou M. (2008). Are Computer Science and Information Technology still masculine fields? High school students’ perceptions and career choices Computers & Education, 51(2), 594-608.
  • Posner G. J., Strike K. A., Hewson P. W., and Gertzog W. A. (1982). Accomodation of a Scientific Conception : Toward a Theory of Conceptual Change Science Education, 66, 211-227.
  • Posner G. J., Gertzog W. A. (1982). The Clinical Interview and the Measurement of Conceptual Change Science Education, 66, 195-209.
  • Resnick L. (1983). Mathematics and Science Learning: A new Conception Science Education, 220, 477-478.
  • Stavy R., Berkowitz B. (1980). Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature Science Education, 64, 679-692.
There are 21 citations in total.

Details

Primary Language English
Subjects Engineering
Journal Section Articles
Authors

Ahmet Karaarslan

Şaban Çetin This is me

Publication Date December 31, 2018
Acceptance Date August 28, 2018
Published in Issue Year 2018 Volume: 2 Issue: 2

Cite

APA Karaarslan, A., & Çetin, Ş. (2018). An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department. International Scientific and Vocational Studies Journal, 2(2), 12-19.
AMA Karaarslan A, Çetin Ş. An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department. ISVOS. December 2018;2(2):12-19.
Chicago Karaarslan, Ahmet, and Şaban Çetin. “An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department”. International Scientific and Vocational Studies Journal 2, no. 2 (December 2018): 12-19.
EndNote Karaarslan A, Çetin Ş (December 1, 2018) An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department. International Scientific and Vocational Studies Journal 2 2 12–19.
IEEE A. Karaarslan and Ş. Çetin, “An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department”, ISVOS, vol. 2, no. 2, pp. 12–19, 2018.
ISNAD Karaarslan, Ahmet - Çetin, Şaban. “An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department”. International Scientific and Vocational Studies Journal 2/2 (December 2018), 12-19.
JAMA Karaarslan A, Çetin Ş. An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department. ISVOS. 2018;2:12–19.
MLA Karaarslan, Ahmet and Şaban Çetin. “An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department”. International Scientific and Vocational Studies Journal, vol. 2, no. 2, 2018, pp. 12-19.
Vancouver Karaarslan A, Çetin Ş. An Exploration of Student Misconceptions in Electrical and Electronics Engineering Department. ISVOS. 2018;2(2):12-9.


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