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Abstract Title: Student learning of critical circuits concepts in physics and engineering*
Abstract: As part of a new effort to investigate the learning and teaching of concepts in thermodynamics and electronics that are integral to both undergraduate physics and engineering programs, we have been examining student learning in electrical engineering and physics courses on circuits and electronics.  Due to the considerable overlap in the content coverage, we have been able to administer the same (or similar) questions to students in both disciplines.  A major goal of this work is to investigate the impact of disciplinary context on the nature of student understanding, including the prevalence of specific difficulties.  This poster will focus on the concept of loading, which is critical for the design and analysis of circuits in all courses studied. Preliminary results will be presented and implications for instruction will be discussed.  

*This work has been supported in part by the National Science Foundation under Grant Nos. DUE-1323426 and DUE-0962805.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kevin L. Van De Bogart
Department of Physics and Astronomy and Maine Center for Research in STEM Education
120 Bennett Hall
Orono, ME 04469
and Co-Presenter(s)
MacKenzie R. Stetzer

Contributed Paper

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Contributed Poster

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