Investigating Student Approaches to Rearranging Circuit Diagrams

Ridgway, Leah M.; Cox, Tom

Abstract

Contribution: This study uses a qualitative research method to analyze interviews where participants simplified an electric circuit while explaining their thought process. Background: Rearranging circuit diagrams is a fundamental skill in electrical and electronic engineering, yet students can struggle with unfamiliar configurations. Current research in the discipline is often quantitative, centered on conceptual understanding. By using a qualitative method, the process of 'How' students interact with circuit diagrams is investigated. Research Question: How do students approach circuit diagram simplifications? Methodology: 15-min individual discussions with ten participants (undergraduate years 1-4) simplifying an unconventionally presented circuit diagram were recorded. Reflexive thematic analysis was used to identify common themes. Findings: 1) Participants initially rely upon pattern recognition to solve circuit problems before applying other analysis techniques; 2) two rearrangement methods were identified: 'component focused,' where combinations of components are grouped and then connected together, and 'ground focused' where components in the circuit are related to ground and then connected together; 3) students using a ground focused strategy were less hesitant in their circuit rearrangement process; and 4) students broadly used mechanicalistic methods of error checking, selecting software tools rather than applying conceptual understanding.

Citation

Ridgway, L. M., & Cox, T. (2024). Investigating Student Approaches to Rearranging Circuit Diagrams. IEEE Transactions on Education, 67(5), 681-688. https://doi.org/10.1109/te.2024.3410375

• Journal Article Type: Article
• Acceptance Date: May 30, 2024
• Online Publication Date: Jun 28, 2024
• Publication Date: 2024-10
• Deposit Date: Apr 28, 2025
• Publicly Available Date: Apr 29, 2025
• Journal: IEEE Transactions on Education
• Print ISSN: 0018-9359
• Publisher: Institute of Electrical and Electronics Engineers
• Peer Reviewed: Peer Reviewed
• Volume: 67
• Issue: 5
• Pages: 681-688
• DOI: https://doi.org/10.1109/te.2024.3410375
• Public URL: https://nottingham-repository.worktribe.com/output/37301116
• Publisher URL: https://ieeexplore.ieee.org/document/10577445