Student learning in an electric circuit theory course: critical aspects and task design

Abstract

Understanding time-dependent responses, such as transients, is important in electric circuit theory and other branches of engineering. However, transient response is considered difficult to learn since familiarity with advanced mathematical tools such as Laplace transforms is required. Here, we analyse and describe a novel learning environment design, the problem-solving lab, for learning transient response. This design merges problem-solving classes and labs, allowing students to engage in deep learning through the integrated use of tools like paper and pencil, MATLAB®, simulations, and experiments. A key element in this design is the systematic use of variation in line with variation theory. We describe critical features for learning transient response, and ways to facilitate the establishment of links between the ‘worlds’ of theories/models and objects/events for students. We contend that an integrated use of tools, and systematic use of variation, is crucial for learning and establishing these links.

Keywords:

• engineering education research
• science education research
• variation theory
• practical epistemologies
• labwork
• learning of a complex concept

Acknowledgements

This work was (in part) supported by grants from the Swedish National Agency for Higher Education, the Council for the Renewal of Higher Education, and the Swedish Research Council.

Notes

The order of a system is equivalent to the order of the polynomial function in the denominator of the transfer function, i.e. the highest order of derivatives in the differential equation. For a circuit, this corresponds to the number of independent capacitances and inductances.