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Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement.

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Title: Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement.
Authors: Coleman, Philip1, Hosein, Anesa2 a.hosein@surrey.ac.uk
Source: European Journal of Engineering Education. Oct2023, Vol. 48 Issue 5, p899-912. 14p.
Subjects: Simulation software, Laboratory reports, Theory of knowledge, Electronics education, Task performance
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. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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DbLabel: Engineering Source
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Data: Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement.
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  Data: <searchLink fieldCode="AR" term="%22Coleman%2C+Philip%22">Coleman, Philip</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hosein%2C+Anesa%22">Hosein, Anesa</searchLink><relatesTo>2</relatesTo><i> a.hosein@surrey.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Engineering+Education%22">European Journal of Engineering Education</searchLink>. Oct2023, Vol. 48 Issue 5, p899-912. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Simulation+software%22">Simulation software</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+reports%22">Laboratory reports</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Electronics+education%22">Electronics education</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Engineering Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=171807984
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        Value: 10.1080/03043797.2022.2160969
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      – Code: eng
        Text: English
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      – SubjectFull: Simulation software
        Type: general
      – SubjectFull: Laboratory reports
        Type: general
      – SubjectFull: Theory of knowledge
        Type: general
      – SubjectFull: Electronics education
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      – SubjectFull: Task performance
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      – TitleFull: Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement.
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              Text: Oct2023
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              Y: 2023
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              Value: 48
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