skip to main content
Show Results with:

One output function: a misconception of students studying digital systems – a case study

Trotskovsky, E.; Sabag, N.

Research in science & technological education -- Routledge, Taylor & Francis Group -- Volume: 33 2; (pages 131-142) -- 2015

Online access

  • Title:
    One output function: a misconception of students studying digital systems – a case study
  • Author: Trotskovsky, E.;
    Sabag, N.
  • Found In: Research in science & technological education. Volume 33:Number 2(2015); 20150504; 131-142
  • Journal Title: Research in science & technological education
  • Subjects: Science Study and teaching; Science Study and teaching Research; Enseignement technique; Sciences Étude et enseignement; LCSH: Science Study and teaching; LCSH: Science Study and teaching Research; Dewey: 507
  • Rights: Licensed
  • Publication Details: Routledge, Taylor & Francis Group
  • Abstract: Background:

    Learning processes are usually characterized by students’ misunderstandings and misconceptions. Engineering educators intend to help their students overcome their misconceptions and achieve correct understanding of the concept. This paper describes a misconception in digital systems held by many students who believe that combinational logic circuits should have only one output.

    Purpose:

    The current study aims to investigate the roots of the misconception about one-output function and the pedagogical methods that can help students overcome the misconception.

    Sample:

    Three hundred and eighty-one students in the Departments of Electrical and Electronics and Mechanical Engineering at an academic engineering college, who learned the same topics of a digital combinational system, participated in the research.

    Design and method:

    In the initial research stage, students were taught according to traditional method – first to design a one-output combinational logic system, and then to implement a system with a number of output functions. In the main stage, an experimental group was taught using a new method whereby they were shown how to implement a system with several output functions, prior to learning about one-output systems. A control group was taught using the traditional method. In the replication stage (the third stage), an experimental group was taught using the new method. A mixed research methodology was used to examine the results of the new learning method.

    Results:

    Quantitative research showed that the new teaching approach resulted in a statistically significant decrease in student errors, and qualitative research revealed students’ erroneous thinking patterns.

    Conclusions:

    It can be assumed that the traditional teaching method generates an incorrect mental model of the one-output function among students. The new pedagogical approach prevented the creation of an erroneous mental model and helped students develop the correct conceptual understanding.


  • Identifier: Journal ISSN: 0263-5143
  • Publication Date: 2015
  • Physical Description: Electronic
  • Shelfmark(s): ELD Digital store
    7769.692500
  • UIN: ETOCvdc_100032687612.0x000001

Searching Remote Databases, Please Wait