Abstract:
In response to demands from industry and the profession for more graduates, first-year engineering numbers have grown considerably over the last decade, matched by an inc...Show MoreMetadata
Abstract:
In response to demands from industry and the profession for more graduates, first-year engineering numbers have grown considerably over the last decade, matched by an increasing diversity of academic backgrounds. In order to support first-year students effectively, and ensure the courses they take remain appropriately pitched, the academic preparedness of these students must be determined. Since 2007, the lecturers in the compulsory first-year Electrical and Digital Systems course at the University of Auckland (UoA), Auckland, New Zealand, have administered a short diagnostic test to determine the level of conceptual understanding of electricity and electromagnetics possessed by the incoming students. This paper presents and discusses student understanding of dc circuit theory as revealed by the diagnostic test and subsequent investigations. The evidence is indicative of both flawed conceptual models and context-triggered misapplication of fundamental rules. Parallels are drawn with the results of research conducted elsewhere, indicating the misconceptions are robust and pervasive, crossing institutional and national boundaries. Not only are concepts such as current and voltage poorly understood, but even more basic concepts such as series and parallel connections are confusing for a significant number of students. Understanding the incorrect models that underlie these basic misconceptions is the first step to correcting them. Only then can students proceed to the more advanced concepts that engineering graduates are required to master.
Published in: IEEE Transactions on Education ( Volume: 55, Issue: 1, February 2012)
Department of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand
Chris R. Smaill (M'07) received the B.Sc. degree in mathematics and physics, the B.Sc. (Hons.) degree in physics, and the B.A. degree in philosophy from the University of Auckland (UoA), Auckland, New Zealand, in 1972, 1973, and 1987, respectively; the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1974; and the Ph.D. degree in engineering education from Curtin University of Technology,...Show More
Chris R. Smaill (M'07) received the B.Sc. degree in mathematics and physics, the B.Sc. (Hons.) degree in physics, and the B.A. degree in philosophy from the University of Auckland (UoA), Auckland, New Zealand, in 1972, 1973, and 1987, respectively; the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1974; and the Ph.D. degree in engineering education from Curtin University of Technology,...View more
Department of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand
Gerard B. Rowe (M'84) received the B.E., M.E., and Ph.D. degrees in electrical and electronic engineering from the University of Auckland, Auckland, New Zealand, in 1978, 1980, and 1984, respectively.
He joined the Department of Electrical and Computer Engineering, UoA, in 1984, where he is currently a Senior Lecturer. He is a member of the Department’s Radio Systems Group, and his (disciplinary) research interests lie in ...Show More
Gerard B. Rowe (M'84) received the B.E., M.E., and Ph.D. degrees in electrical and electronic engineering from the University of Auckland, Auckland, New Zealand, in 1978, 1980, and 1984, respectively.
He joined the Department of Electrical and Computer Engineering, UoA, in 1984, where he is currently a Senior Lecturer. He is a member of the Department’s Radio Systems Group, and his (disciplinary) research interests lie in ...View more
Department of Engineering, Sydney University of Technology, Sydney, NSW, Australia
Elizabeth Godfrey received the B.Sc. and M.Sc. (Hons.) degrees in chemistry from the University of Auckland (UoA), Auckland, New Zealand, in 1967 and 1968, respectively, and the Ph.D. degree, investigating the culture of engineering education and its intersection with gender, from Curtin University of Technology, Perth, Australia, in 2003.
She recently finished work as Senior Research Fellow on a multi-institutional Austra...Show More
Elizabeth Godfrey received the B.Sc. and M.Sc. (Hons.) degrees in chemistry from the University of Auckland (UoA), Auckland, New Zealand, in 1967 and 1968, respectively, and the Ph.D. degree, investigating the culture of engineering education and its intersection with gender, from Curtin University of Technology, Perth, Australia, in 2003.
She recently finished work as Senior Research Fellow on a multi-institutional Austra...View more
Department of Physics, Westlake Boys High School, Westlake, New Zealand
Rod O. Paton received the B.Sc. and M.Sc. degrees in physics from the University of Auckland (UoA), Auckland, New Zealand, in 1990 and 1992, respectively, and the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1993.
After graduating from the Auckland College of Education, he taught high school physics and science, and is currently Head of Physics with Westlake Boys High School, Westlake,...Show More
Rod O. Paton received the B.Sc. and M.Sc. degrees in physics from the University of Auckland (UoA), Auckland, New Zealand, in 1990 and 1992, respectively, and the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1993.
After graduating from the Auckland College of Education, he taught high school physics and science, and is currently Head of Physics with Westlake Boys High School, Westlake,...View more
Contents Department of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand
Chris R. Smaill (M'07) received the B.Sc. degree in mathematics and physics, the B.Sc. (Hons.) degree in physics, and the B.A. degree in philosophy from the University of Auckland (UoA), Auckland, New Zealand, in 1972, 1973, and 1987, respectively; the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1974; and the Ph.D. degree in engineering education from Curtin University of Technology, Perth, Australia, in 2007.
After graduating from the Auckland College of Education, he taught physics and mathematics at Rangitoto College, North Shore City, New Zealand, until 2001. Since 2002, he has been with the Department of Electrical and Computer Engineering, UoA. He has written several high school physics texts published by Pearson Education. His current research interests are in the transition from high school to university, course-concept inventories, computer-assisted learning, and computer-based assessment.
Chris R. Smaill (M'07) received the B.Sc. degree in mathematics and physics, the B.Sc. (Hons.) degree in physics, and the B.A. degree in philosophy from the University of Auckland (UoA), Auckland, New Zealand, in 1972, 1973, and 1987, respectively; the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1974; and the Ph.D. degree in engineering education from Curtin University of Technology, Perth, Australia, in 2007.
After graduating from the Auckland College of Education, he taught physics and mathematics at Rangitoto College, North Shore City, New Zealand, until 2001. Since 2002, he has been with the Department of Electrical and Computer Engineering, UoA. He has written several high school physics texts published by Pearson Education. His current research interests are in the transition from high school to university, course-concept inventories, computer-assisted learning, and computer-based assessment.View more
Department of Electrical and Computer Engineering, University of Auckland, Auckland, New Zealand
Gerard B. Rowe (M'84) received the B.E., M.E., and Ph.D. degrees in electrical and electronic engineering from the University of Auckland, Auckland, New Zealand, in 1978, 1980, and 1984, respectively.
He joined the Department of Electrical and Computer Engineering, UoA, in 1984, where he is currently a Senior Lecturer. He is a member of the Department’s Radio Systems Group, and his (disciplinary) research interests lie in the areas of radio systems, electromagnetics, and bio-electromagnetics. Over the last 20 years, he has taught at all levels and has developed a particular interest in curriculum and course design.
Dr. Rowe is a member of the Institution of Engineering and Technology (IET), the Institution of Professional Engineers New Zealand (IPENZ), the American Society for Engineering Education (ASEE), the Society for Teaching and Learning in Higher Education (STLHE), and Australasian Association for Engineering Education (AaeE). He has received numerous teaching awards from his institution. In 2004, he was awarded a (National) Tertiary Teaching Excellence Award in the Sustained Excellence in Teaching category. In 2005, he received the AaeE award for excellence in Engineering Education in the Teaching and Learning category.
Gerard B. Rowe (M'84) received the B.E., M.E., and Ph.D. degrees in electrical and electronic engineering from the University of Auckland, Auckland, New Zealand, in 1978, 1980, and 1984, respectively.
He joined the Department of Electrical and Computer Engineering, UoA, in 1984, where he is currently a Senior Lecturer. He is a member of the Department’s Radio Systems Group, and his (disciplinary) research interests lie in the areas of radio systems, electromagnetics, and bio-electromagnetics. Over the last 20 years, he has taught at all levels and has developed a particular interest in curriculum and course design.
Dr. Rowe is a member of the Institution of Engineering and Technology (IET), the Institution of Professional Engineers New Zealand (IPENZ), the American Society for Engineering Education (ASEE), the Society for Teaching and Learning in Higher Education (STLHE), and Australasian Association for Engineering Education (AaeE). He has received numerous teaching awards from his institution. In 2004, he was awarded a (National) Tertiary Teaching Excellence Award in the Sustained Excellence in Teaching category. In 2005, he received the AaeE award for excellence in Engineering Education in the Teaching and Learning category.View more
Department of Engineering, Sydney University of Technology, Sydney, NSW, Australia
Elizabeth Godfrey received the B.Sc. and M.Sc. (Hons.) degrees in chemistry from the University of Auckland (UoA), Auckland, New Zealand, in 1967 and 1968, respectively, and the Ph.D. degree, investigating the culture of engineering education and its intersection with gender, from Curtin University of Technology, Perth, Australia, in 2003.
She recently finished work as Senior Research Fellow on a multi-institutional Australian Learning and Teaching Council Project based at the University of Technology, Sydney, Sydney, Australia, that focused on curriculum specification and support for engineering education. Her career includes seven years of university lecturing in chemistry, 12 years high school teaching, 10 years as an advocate for women in science and engineering, and nine years as the Engineering Associate Dean Undergraduate at UoA. Her recent published research covers the culture of engineering education, the transition from high school to university, optimizing retention in engineering degrees, student understandings of differing career pathways in engineering, and attracting indigenous students to engineering.
Dr. Godfrey recently finished a term of six years on the Australasian Association of Engineering Education Executive Committee, including a year as President.
Elizabeth Godfrey received the B.Sc. and M.Sc. (Hons.) degrees in chemistry from the University of Auckland (UoA), Auckland, New Zealand, in 1967 and 1968, respectively, and the Ph.D. degree, investigating the culture of engineering education and its intersection with gender, from Curtin University of Technology, Perth, Australia, in 2003.
She recently finished work as Senior Research Fellow on a multi-institutional Australian Learning and Teaching Council Project based at the University of Technology, Sydney, Sydney, Australia, that focused on curriculum specification and support for engineering education. Her career includes seven years of university lecturing in chemistry, 12 years high school teaching, 10 years as an advocate for women in science and engineering, and nine years as the Engineering Associate Dean Undergraduate at UoA. Her recent published research covers the culture of engineering education, the transition from high school to university, optimizing retention in engineering degrees, student understandings of differing career pathways in engineering, and attracting indigenous students to engineering.
Dr. Godfrey recently finished a term of six years on the Australasian Association of Engineering Education Executive Committee, including a year as President.View more
Department of Physics, Westlake Boys High School, Westlake, New Zealand
Rod O. Paton received the B.Sc. and M.Sc. degrees in physics from the University of Auckland (UoA), Auckland, New Zealand, in 1990 and 1992, respectively, and the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1993.
After graduating from the Auckland College of Education, he taught high school physics and science, and is currently Head of Physics with Westlake Boys High School, Westlake, New Zealand. He spent 2009 with the Department of Electrical and Computer Engineering, UoA, under the New Zealand Science, Mathematics and Technology Teacher Fellowship Scheme. This scheme enabled him to investigate the transition from high school to higher education. His current research centers on improving students’ problem-solving abilities and academic writing.
Rod O. Paton received the B.Sc. and M.Sc. degrees in physics from the University of Auckland (UoA), Auckland, New Zealand, in 1990 and 1992, respectively, and the Dip.Tchg. degree from the Auckland College of Education, Auckland, New Zealand, in 1993.
After graduating from the Auckland College of Education, he taught high school physics and science, and is currently Head of Physics with Westlake Boys High School, Westlake, New Zealand. He spent 2009 with the Department of Electrical and Computer Engineering, UoA, under the New Zealand Science, Mathematics and Technology Teacher Fellowship Scheme. This scheme enabled him to investigate the transition from high school to higher education. His current research centers on improving students’ problem-solving abilities and academic writing.View more
