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Learning Electricity and Electronics with Advanced Educational Technology

  • Conference proceedings
  • © 1993

Overview

Editors:
  1. Michel Caillot

    1. Université de Picardie Jules Verne Centre Universitaire de Recherche en Sciences de l’Education de Picardie (CURSEP), Amiens Cedex 1, France

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Part of the book series: NATO ASI Subseries F: (NATO ASI F, volume 115)

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Table of contents (20 papers)

  1. Front Matter

    Pages I-VII
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  2. Introduction

    1. Introduction

      • M. Caillot
      Pages 1-2

  4. Analogies and Models in Electricity

    1. Front Matter

      Pages 37-37
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    2. Using “Modelling Analogies” to Teach Basic Electricity: A Critical Analysis

      • Samuel Johsua, Jean-Jacques Dupin
      Pages 39-55

    3. Multiple Causal Modelling of Electrical Circuits for Enhancing Knowledge Intelligibility

      • Dimitris Psillos, Panagiotis Koumaras
      Pages 57-75

    4. Conceptual Models for Understanding the Behavior of Electrical Circuits

      • Barbara Y. White, John R. Frederiksen, Kathryn T. Spoehr
      Pages 77-95

    5. Reasoning about Electricity and Water Circuits: Teaching Consequences in Electricity

      • Jean-Louis Closset
      Pages 97-108

    6. Towards Expertise in Hydrodynamics: Psychological Data

      • C. Blondin
      Pages 109-128

  5. Contextualized Electricity

    1. Front Matter

      Pages 129-129
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    2. Adults’ Understanding of Electricity

      • Michel Caillot, Anh Nguyen-Xuan
      Pages 131-146

    3. Simulation and Learner’s Knowledge Processing in the Case of a Learning Environment on Signal Processing

      • Jean Gréa, Andrée Tiberghien
      Pages 147-156

    4. Contextualized Reasoning of Electrical Technicians

      • Claude Janvier, Michel Baril, Claudine Mary
      Pages 157-169

  6. Using Computers in Electricity Teaching

    1. Front Matter

      Pages 171-171
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    2. Using Computer-Based Questionnaires to Diagnose Students’ Models of Electricity

      • Richard Boohan
      Pages 173-195

    3. Computerized Analysis of Students’ Ability to Process Information in the Area of Basic Electricity

      • Karl Grob, Victor L. Pollak, Christoph von Rhöneck
      Pages 197-210

    4. Computer Assisted Learning of Basic Concepts in Electricity and Electromagnetic Wave Propagation

      • Ernesto Martín, Rafael Chicón
      Pages 211-226

  7. Design of Learning Environments

    1. Front Matter

      Pages 227-227
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Keywords

About this book

The objective of the NATO Advanced Research Workshop "Learning electricity and electronics with advanced educational technology" was to bring together researchers coming from different domains. Electricity education is a domain where a lot of research has already been made. The first meeting on electricity teaching was organized in 1984 by R. Duit, W. Jung and C. von Rhoneck in Ludwigsburg (Germany). Since then, research has been going on and we can consider that the workshop was the successor of this first meeting. Our goal was not to organize a workshop grouping only people producing software in the field of electricity education or more generally in the field of physics education, even if this software was based on artificial intelligence techniques. On the contrary, we wanted this workshop to bring together researchers involved in the connection between cognitive science and the learning of a well defined domain such as electricity. So during the workshop, people doing research in physics education, cognitive psychology, and artificial intelligence had the opportunity to discuss and exchange. These proceedings reflect the different points of view. The main idea is that designing a learning environment needs the confrontation of different approaches. The proceedings are organized in five parts which reflect these different aspects.

Editors and Affiliations

  • Université de Picardie Jules Verne Centre Universitaire de Recherche en Sciences de l’Education de Picardie (CURSEP), Amiens Cedex 1, France

    Michel Caillot

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