Assessing inquiry learning in a circuits/electronics course

Abstract

Physics education research and the development of “inquiry” teaching methods over the last 20 years have, by all measures, significantly reduced misconceptions and improved student understanding in physics. But adoption of these methods in upper division science and engineering courses has been slow. This paper describes the modification of an electronics/circuits course designed for physics majors to determine whether the benefits of the inquiry method can be extended to upper level circuits/electronics courses. Formative and summative assessments and methods for evaluation of student misconceptions and understanding including the application of a standardized electric circuit concept inventory instrument are described. The results suggest that inquiry teaching methods implemented in upper level university courses contribute significantly to extinguishing common misconceptions and improving long-term understanding of the material. With so much to be gained it is time for the engineering education community to embrace these concepts and implement the fruits of physics education research for the benefit of our students and the world community.