Using Voluntary Laboratory Simulations as Preparatory Tasks to Improve Conceptual Knowledge and Engagement

Autor/inn/en	Coleman, Philip; Hosein, Anesa
Titel	Using Voluntary Laboratory Simulations as Preparatory Tasks to Improve Conceptual Knowledge and Engagement
Quelle	In: European Journal of Engineering Education, 48 (2023) 5, S.899-912 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coleman, Philip) ORCID (Hosein, Anesa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2160969
Schlagwörter	Learner Engagement; Engineering Education; Laboratory Experiments; Computer Simulation; Computer Software; Concept Formation; Grades (Scholastic); Visualization; Vignettes; Teaching Methods; Computer Assisted Instruction; Audio Equipment; Electronics; Foreign Countries; Undergraduate Students; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Laboratory work; Laborarbeit; Computergrafik; Computersimulation; Concept learning; Begriffsbildung; Notenspiegel; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Audio-CD; Elektronik; Ausland; Schülerverhalten
Abstract	Laboratory tasks often focus on mechanical procedures leaving limited time and opportunities for students to build conceptual knowledge. We investigate to what extent introducing simulation tasks to preparation work can enable students to build their conceptual knowledge. We surveyed two cohorts of students taking an electronics module. Laboratory report marks were also analysed across the two cohorts (before and after introducing simulations in the laboratory preparation). No significant difference was found between the cohorts but the maximum marks increased after simulations were introduced. Students perceived that using simulations aided their constructive knowledge and knowledge confidence. Analysis of the free-text responses suggests that students benefitted from the simulation tasks by visualising the theory and concepts, confirming and checking results, and exploring different scenarios before and after the physical laboratory session. These results suggest that laboratory practicals should be supported with simulation software where possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01