"Real" experiments or computers in labs - Opposites or synergies? : Experiences from a course in electric circuit theory

• In this study we report from our experiences designing and re-designing a lab where engineering students studied transient response in electric circuits. In the first version of the lab students had difficulties doing the mathematical modeling of the experimentally measured graphs as it required students' to link the time- and frequency domains as well as the object/event and theory/model worlds simultaneously. In the re-designed lab some computer simulations were included together with the original experiments on real circuits. The simulations opened up for learning and enabled students to establish links that are hard access directly with real experiments. Still doing real experiments is important to secure students ability to make links between models and theories and the physical reality. This study demonstrates that synergetic learning effects can be achieved by a careful design using an insightful combination of real experiments and computer simulations. Hence, we propose that the question of "real" experiments or "virtual" labs using computer simulations are best for students' learning is not an either or question. Rather, it is a question of finding the right blend to achieve synergetic effects.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

TEKNIK OCH TEKNOLOGIER  -- Elektroteknik och elektronik (hsv//swe)

ENGINEERING AND TECHNOLOGY  -- Electrical Engineering, Electronic Engineering, Information Engineering (hsv//eng)

Keyword

Experiential learning

Interaction analysis

Modeling

Simulations

Circuit theory

Education computing

Electric network analysis

Electric network parameters

Laboratories

Models

Students

Timing circuits

Learning effects

Physical reality

Real circuits

Synergetic effect

Time and frequency domains

Education

Publication and Content Type

ref (subject category)

kon (subject category)