東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A comparison of simulations and trad...

Nova Southeastern University., Computing Technology in Education (MCTE, DCTE).

FindBook

Google Book

Amazon

博客來

A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction./
作者:	Hardy, Mark W.
面頁冊數:	224 p.
附註:	Adviser: Steven R. Terrell.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315119
ISBN:	9780549639800

A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction.
Hardy, Mark W.

A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction. - 224 p.

Adviser: Steven R. Terrell.

Thesis (Ph.D.)--Nova Southeastern University, 2008.

This study investigated and compared the use of electronics design and simulation applications as an alternative to traditional circuit construction and experimentation laboratory activities in secondary technology education. The primary research question asked if using contemporary electronics circuit design and simulation applications improves student learning with higher-level application, synthesis, and evaluation skills over traditional laboratory circuit construction and analysis activities. Students were evaluated for their lower levels of understanding, which validated prior research on simulations for electronics instruction. More importantly, students were evaluated for higher levels of learning through hands-on design and troubleshooting activities that demonstrated problem-solving skills inherent in technology education.

ISBN: 9780549639800Subjects--Topical Terms:

1017516
Education, Industrial.

A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction.
LDR:03625nmm 2200337 a 45 001 886904
005 20101013
008 101013s2008 ||||||||||||||||| ||eng d
020 $a 9780549639800
035 $a (UMI)AAI3315119
035 $a AAI3315119
040 $a UMI $c UMI
100 1 $a Hardy, Mark W. $3 1058621
245 1 2 $a A comparison of simulations and traditional laboratory exercises for student learning in secondary electronics instruction.
300 $a 224 p.
500 $a Adviser: Steven R. Terrell.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2234.
502 $a Thesis (Ph.D.)--Nova Southeastern University, 2008.
520 $a This study investigated and compared the use of electronics design and simulation applications as an alternative to traditional circuit construction and experimentation laboratory activities in secondary technology education. The primary research question asked if using contemporary electronics circuit design and simulation applications improves student learning with higher-level application, synthesis, and evaluation skills over traditional laboratory circuit construction and analysis activities. Students were evaluated for their lower levels of understanding, which validated prior research on simulations for electronics instruction. More importantly, students were evaluated for higher levels of learning through hands-on design and troubleshooting activities that demonstrated problem-solving skills inherent in technology education.
520 $a A quasi-experimental approach was used to evaluate student learning. Two treatments were used where the research group completed learning activities using an electronics simulation package, and the control group used traditional circuit construction techniques. It was hypothesized that students in the two treatments would show no significant difference in their basic knowledge of electronics. It was further hypothesized that there would be no significant difference in between the two treatments when evaluating the students' ability to design and troubleshoot electronics circuits.
520 $a Students in the two treatments completed a common instructional unit to learn electronics component and circuit theory. Students were evaluated for their learning achievement with knowledge, comprehension, and application levels of understanding of electronics through a written pretest and posttest. Analysis, synthesis, and evaluation levels of understanding were assessed through problem solving activities that included design and troubleshooting activities. Statistical analysis of the test and activity results determined that there were no significant differences in learning achievement between the two treatments.
520 $a This study identified that circuit design and simulation applications are an effective alternative to traditional laboratory exercises. Pedagogical implications include the appropriate use of simulations, advantages gained through both laboratory treatments, and the effects of simulations on lower and higher levels of understanding. These findings are relevant to technology education instruction as well as technical, engineering, mathematical, and scientific instructional programs.
590 $a School code: 1191.
650 4 $a Education, Industrial. $3 1017516
650 4 $a Education, Technology of. $3 1018012
690 $a 0521
690 $a 0710
710 2 $a Nova Southeastern University. $b Computing Technology in Education (MCTE, DCTE). $3 1022768
773 0 $t Dissertation Abstracts International $g 69-06A.
790 $a 1191
790 1 0 $a Dringus, Laurie $e committee member
790 1 0 $a Terrell, Steven R., $e advisor
790 1 0 $a Waite, William $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315119