Abstract:

Research focused on increasing students’ conceptual understanding of electric circuits has discussed this concept as difficult to not only teach but for students to grasp. Alternating current (AC) circuits specifically have been described as more difficult than general direct current (DC) circuits. This difficulty has been attributed to the fact that students tend to hold very little conceptions of electricity which is made even more difficult by the complex nature of alternating current (AC). This lack of formal prior knowledge prevents students from being able to assimilate the new material they come in contact with when instructed about electricity in formal settings. Often times, students’ inability to associate this new concept with some pre-existing conception or prior knowledge leads to the development of misconceptions about the nature of electricity. This study focuses on exploring undergraduate electrical engineering students’ conceptual understanding of alternating current (AC) circuits. This will be done through three distinctive approaches: firstly to investigate the influence of prior knowledge about other circuit phenomena when learning about more complex scientific concepts, secondly to examine the role of learning environments and student activities on students’ understanding of these concepts and thirdly to study the design and dissemination of knowledge about electric circuits in an introductory circuits course. This seminar will report each tenet of this dissertation as a work in progress and the anticipated completion of this study. 

Bio:

Nicole Pitterson is a PhD candidate in the School of Engineering Education. She holds degrees in Electrical and Manufacturing Engineering. Her research interest is focused on eliciting conceptual understanding of electric circuits using active learning strategies.