{"id":1600,"date":"2023-12-05T10:20:48","date_gmt":"2023-12-05T09:20:48","guid":{"rendered":"https:\/\/babel.isa.uma.es\/kipr\/?p=1600"},"modified":"2023-12-05T10:20:48","modified_gmt":"2023-12-05T09:20:48","slug":"measuring-conceptual-understanding-of-systems-signals-university-subjects","status":"publish","type":"post","link":"https:\/\/babel.isa.uma.es\/kipr\/?p=1600","title":{"rendered":"Measuring conceptual understanding of Systems &#038; Signals university subjects"},"content":{"rendered":"<h4>C. Crockett, H. C. Powell and C. J. Finelli, <strong>Conceptual Understanding of Signals and Systems in Senior Undergraduate Students, <\/strong> IEEE Transactions on Education, vol. 66, no. 2, pp. 113-122, April 2023 <a href=\"https:\/\/doi.org\/10.1109\/TE.2022.3199079\" target=\"_blank\">DOI: 10.1109\/TE.2022.3199079<\/a>.<\/h4>\n<blockquote><p>Contribution: This article proposes a new definition of conceptual understanding (CU) specific to engineering. It then measures CU of signals and systems (S&#038;S) in senior undergraduate students and describes how students approach conceptual problems. Background: Previous studies across multiple engineering subjects show students have low CU at the end of courses. However, little is known about CU semesters after a course. Research Questions: What is the CU of S&#038;S concepts among electrical engineering senior students? Methodology: This mixed method study uses quantitative concept inventory data (n=467) and think-aloud interviews (n=12) to measure CU. The results come from two universities. Findings: Seniors\\u2019 scores on the concept inventory are typical of scores presented at the end of an S&#038;S course. Many struggled with the concept of linearity, made a common error when finding the maximum value in graphical convolution, and had low confidence on relating frequencies in time to a Fourier transform representation, but seniors had relatively high CU of time invariance and filtering.<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>C. Crockett, H. C. Powell and C. J. Finelli, Conceptual Understanding of Signals and Systems in Senior Undergraduate Students, IEEE <span class=\"ellipsis\">&hellip;<\/span> <span class=\"more-link-wrap\"><a href=\"https:\/\/babel.isa.uma.es\/kipr\/?p=1600\" class=\"more-link\"><span>Read More &rarr;<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[52],"tags":[516,515,6],"class_list":["post-1600","post","type-post","status-publish","format-standard","hentry","category-education","tag-conceptual-understanding","tag-signals-systems","tag-useful-for-teaching"],"_links":{"self":[{"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/posts\/1600"}],"collection":[{"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1600"}],"version-history":[{"count":1,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/posts\/1600\/revisions"}],"predecessor-version":[{"id":1601,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=\/wp\/v2\/posts\/1600\/revisions\/1601"}],"wp:attachment":[{"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1600"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1600"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/babel.isa.uma.es\/kipr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1600"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}