Instructional Factors Influencing Conceptual Understanding of Signals and Systems

Autor/inn/en	Crockett, Caroline; Finelli, Cynthia; Powell, Harry C.
Titel	Instructional Factors Influencing Conceptual Understanding of Signals and Systems
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.1083-1102 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crockett, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2116562
Schlagwörter	Engineering Education; Concept Formation; Undergraduate Students; College Seniors; Active Learning; Teaching Methods; Evidence Based Practice; Student Attitudes; Professional Personnel; Grounded Theory; Lecture Method; Mathematics; Feedback (Response); Barriers; Grades (Scholastic); Learning Processes; Correlation; Electronic Equipment; Learning Theories; Comparative Analysis + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Concept learning; Begriffsbildung; College; Colleges; Senior; Hochschule; Fachhochschule; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Personalbestand; Mathematik; Notenspiegel; Learning process; Lernprozess; Korrelation; Elektronisches Gerät; Learning theory; Lerntheorie
Abstract	This paper investigates what instructional factors influence conceptual understanding (CU) of signals and systems for senior undergraduate engineering students. Previous results show students in signals and systems courses typically gain little CU, though evidence-based instructional practices, such as active learning, can increase gains in CU. However, few studies consider CU of senior students or other instructional practices that increase CU. To explore possible factors, we interviewed two faculty members, eight undergraduate seniors, five graduate students, and four practicing engineers then analyzed the transcribed interviews using a constant comparative method. Participants identified lectures presenting CU along-side mathematical expressions; lectures emphasising purpose and connections; hands-on activities where students have control, receive immediate feedback, or where they have to apply and synthesise concepts; and repetition of concepts across multiple courses as factors that helped build CU. Grades that emphasise procedural knowledge over CU and heavy workloads were noted as hindrances to CU. This paper relates these findings to theories on conceptual understanding and previous results on factors that influence student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01