Heuristic for Learning Common Emitter Amplification with Bipolar Transistors

Autor/in	Staffas, Kjell
Titel	Heuristic for Learning Common Emitter Amplification with Bipolar Transistors
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.860-874 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1226782
Schlagwörter	Heuristics; Electronic Equipment; Engineering Education; Electronics; Mathematical Applications; Mathematical Concepts; Taxonomy; Student Attitudes; Educational Environment; Textbook Evaluation; Teaching Methods; Educational Practices; Qualitative Research; Statistical Analysis; Interviews; Student Surveys; Pretests Posttests; College Students + Suchen Sie Ihr Suchwort? Heuristik; Elektronisches Gerät; Ingenieurausbildung; Elektronik; Angewandte Mathematik; Innermathematische Anwendung; Taxonomie; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Schülerbefragung; Collegestudent
Abstract	Mathematics in engineering education causes many thresholds in the courses because of the demand of abstract conceptualisation. Electronics depend heavily on more or less complex mathematics. Therefore the concepts of analogue electronics are hard to learn since a great deal of students struggle with the calculations and procedures needed. A survey was done focusing on students' struggle to pass a course in analogue electronics by introducing a top-down perspective and the revised taxonomy of Bloom. From a top-down perspective you can create learning environments from any spot in the taxonomy using a step-by-step approach of the verbs "understand" and "apply." Three textbooks with a top-down perspective on analogue electronics are analysed on the concept of amplifying with a transistor circuit. The study claims issues when losing the top-down perspective to present concepts and procedures of the content to be learned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01