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  • 1. Bernhard, J.
    et al.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Designing Conceptual Labs2005In: Workshop at the 4th International Conference on Physics Teaching in Engineering Education PTEE: June 24–July 1, 2005, 2005Conference paper (Other academic)
  • 2.
    Bernhard, J.
    et al.
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics.
    "Real" experiments or computers in labs - Opposites or synergies?: Experiences from a course in electric circuit theory2017In: Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017 / [ed] J. Bernardino, J. Rocha,J. C. Quadrado, European Society for Engineering Education (SEFI) , 2017, p. 1300-1307Conference paper (Refereed)
    Abstract [en]

    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.

  • 3. Bernhard, J.
    et al.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Holmberg, M.
    Historical epistemology, symbolic tools and threshold concepts2008Conference paper (Other (popular science, discussion, etc.))
  • 4.
    Bernhard, Jonte
    et al.
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Analysing and modelling engineering students’ learning in the laboratory: A comparison of two methodologies2015Conference paper (Refereed)
    Abstract [en]

    Producing structured, meaningful and useful descriptions (representations) of students’ learning in labs is not straightforward. Two possible approaches are compared here. Students’ courses of action in labs of an electric circuit course were video-recorded, then the activities during the labs were described and analysed using “the learning of a complex concept” (LCC) methodology. Conversations during the full lengths of the same labs were also transcribed verbatim. Subsequent analysis indicates that transcription offers a more detailed representation of the learning and interaction that occurred. However, it is considerably slower than LCC methodology, which can also represent learning in the full length of a lab in some detail. Furthermore, the latter gave a better overview of the analysed labs than transcription and more readily facilitated representation of both learning complexities and linking theory to practice. In conclusion, both methods can play valuable roles in engineering education research, depending on the questions addressed.

  • 5.
    Bernhard, Jonte
    et al.
    Linköpings universitet.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Critical aspects for learning in an electric circuit theory course2007In: Presented at the AAPT Summer Meeting, July 28 - Aug 1, 2007, Greensboro, NC., 2007Conference paper (Other academic)
  • 6.
    Bernhard, Jonte
    et al.
    Linköpings universitet.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Design-based educational research and development of engineering education: an example from a course in electrical engineering2007In: Invited paper presented at ASEE Global Colloquium on Engineering Education, October 1-4, 2007, Istanbul, 2007Conference paper (Other academic)
  • 7.
    Bernhard, Jonte
    et al.
    Linköpings universitet.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Modelling and learning a complex concept: an exploration in light of some examples from electric circuit theory2007In: Presented at ESERA 2007, International Conference in Malmö, Sweden, August 21-25, 2007Conference paper (Other academic)
  • 8.
    Bernhard, Jonte
    et al.
    Linköpings universitet.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Ohm's law as a complex concept in electric circuit theory2007In: Presented at the AAPT Summer Meeting, July 28 - Aug 1, 2007, Greensboro, NC., 2007Conference paper (Refereed)
  • 9.
    Bernhard, Jonte
    et al.
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer Science and Informatics. Jönköping University, School of Engineering, JTH. Research area Computer Science and Informatics.
    Karlsson, Kjell
    ITN, Campus Norrköping, Linköping University, Norrköping, Sweden .
    Alternating currents first: Experiences from designing a novel approach to teaching electric circuit theory2016In: 44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016, 2016Conference paper (Refereed)
    Abstract [en]

    BACKGROUND: Commonly in electric circuit theory courses, circuit laws are first introduced in the context of direct current (DC) electricity and first thereafter are alternating currents (AC) introduced. The extension of DC-theory to AC is quite easily done mathematically but is conceptually difficult for students. Engineering students have difficulties in understanding phase relationships and phasor representations in AC-electricity. Indeed, it has been suggested that phase should be seen as a threshold concept.

    PURPOSE: The purpose of this study was to investigate if a re-designed introductory electric circuit course could improve students’ understanding of important concepts in AC-electricity.

    METHOD and COURSE DESIGN: The course was re-designed introducing AC and DC electricity simultaneously. DC was introduced as a special case of AC with requency equals zero. The re-designed course was taught for the first time during the spring semester 2014 and a new textbook was written. A conceptual test was developed and first administered in 2013 to serve as a baseline and in subsequent years to evaluate the revised course. In 2014 the students’ courses of action in selected lab-groups were video-recorded.

    RESULTS: In the first revision cycle many students had difficulties to complete the labs in time. Students revealed a mixed response towards the revised course and the results on the conceptual test showed neglible improvement. In the second cycle revisions the number tasks were reduced and focus was laid on tasks that were identified as most important for contributing to the development of student understanding. As a result the learning gain improved with an effect size (Cohen’s delta) of 0.56. Also the course and the textbook were very well appreciated. In the third cycle only small revisions are made.

    CONCLUSION: The results show that that AC-electricity can be taught concurrently with DC. However, two revisions cycles was needed which demonstrates that curriculum development needs a sustained effort over a considerable period of time with continuous revisions in light of gained experiences. In further revision we will continue to refine the labs and to develop appropriate interactive lecture demonstrations for the lectures and to develop the problems.

  • 10.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J
    Critical Aspects for Learning Electris Circuits2005In: 11th Biennial Conference: Nicosia, Cyprus August 22–28 2005, 2005Conference paper (Other academic)
  • 11.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J
    Labwork Interaction: Linking the the Object/Event World to the Theory/Model World2005In: Poster presented at the 4th International Conference on Physics Teaching in Engineering Education PTEE: June 24–July 1, 2005., 2005Conference paper (Other scientific)
  • 12.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J.
    Laplace Transforms: Too difficult to teach, learn, and apply, or just a matter of how to do it?2004In: Variation Theory Goes to School, Göteborg 18-21 Aug. 2004, 2004Conference paper (Other academic)
  • 13.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J.
    Opening up the portal of understanding: Variation theory, key concepts, threshold concepts and critical factors for learning2008Conference paper (Other academic)
  • 14.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J.
    Threshold Concepts and Keys to the Portal of Understanding: Some examples from Electrical Engineering.2008In: Threshold Concepts within the Disciplines, Rotterdam: Sense , 2008, p. 143-154Chapter in book (Other academic)
  • 15.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J.
    Är Laplacetransformen för svår att lära, lära ut och tillämpa, eller är det bara fråga om hur vi presenterar den?2005In: Mekatronikmötet: Halmstad, 10–11 november 2005, 2005Conference paper (Other scientific)
  • 16.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, J.
    Gonzales, M.
    Connecting theTheory/Model World to the Object/Event World, the Example: Integrated Lab-and Problem-solving Sessions in Electric Circuit Theory2005Conference paper (Other academic)
  • 17.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, Jonte
    Linköpings universitet.
    Critical aspects for learning in an electric circuit theory course: an example of applying learning theory and design-based educational research in developing engineering education2007In: First International Conference on Research in Engineering Education Proceedings: 22-24 June 2007, Honolulu, Hawaii, Washington, D.C.: American Society for Engineering Education , 2007Conference paper (Other academic)
  • 18.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, Jonte
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Design Science Research – an engineering research approach to improve methods for engineering education research2015Conference paper (Refereed)
    Abstract [en]

    Modelling is an engineering activity commonly used by engineers, and can be used also in engineering education research (EER). The use of qualitative research methods have in EER not always been widely accepted but have recently gained more attention (Case & Light, 2011). There are, however, also qualitative research methods in engineering research that may be used in EER (Bernhard, in press). One such approach is design science research, where the object of research is the design process, i.e. the knowledge retrieved is not always knowledge about the phenomenon, the artefact, the design, but rather knowledge about the method used. This paper aims at researching the method used when deriving the model “the learning of a complex concept”, the LCC-model, which we developed while designing teaching sequences in a course in electrical engineering.

  • 19.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, Jonte
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Interactive lectures - linking theory to practice: Helping students pass the threshold when learning two-terminal equivalents in electrical engineering education2014Conference paper (Refereed)
  • 20.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, Jonte
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Make links – Overcoming the threshold and entering the portal of understanding2012Conference paper (Refereed)
  • 21.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH. Research area Computer Science and Informatics. Jönköping University, School of Engineering, JTH, Computer Science and Informatics.
    Bernhard, Jonte
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Fysik och elektroteknik. Norrköping.
    Make Links: Overcoming the Threshold and Entering the Portal of Understanding2016In: Threshold Concepts in Practice / [ed] Ray Land, Jan H. F. Meyer, & Michael T. Flanagan, Rotterdam: Sense Publishers, 2016, p. 211-222Chapter in book (Refereed)
    Abstract [en]

    In engineering the student is often ‘faced with contrasting representations or models’ (Entwistle et al., 2005, p. 9), which Entwistle explores as ‘ways of thinking and practising’ (ibid). These contrasting representations are in electric circuits for example: graphs, mathematical models, drawings of circuits and the real circuits. In our research we have found that exploring the relationships - links - between these different representations, as well in the theory/model domain as in the object/event domain (Tiberghien, Vince, & Gaidioz, 2009) is of uttermost importance. We have developed a tool for investigation of ‘the learning of a complex concept’ (Carstensen & Bernhard, 2008a) which we have used in order to find critical aspects, which we call “key concepts” (Carstensen & Bernhard, 2008b), which open up the portal of understanding threshold concepts.

    In this paper we will explore these links further. As we have continued our work on how students make links between the different islands of single concepts, in order to make a whole of the complex concept, we have noted that the links between these islands are of different kinds. We will here discuss what kinds of relationships these links consist of, and how they differ in ways of coping with them for students, and how the teachers may notice and highlight these relationships in their instructions.

    We have video recorded students interactions during lab-work and analysed these tapes according to the Theory of Variation (Marton & Tsui, 2004). Now we are taking this further, and make a more detailed analysis of what the links are, and by that we contribute to the understanding of the nature of a threshold concept.

  • 22.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Bernhard, Jonte
    Linköpings universitet.
    Potentials for learning or problems in students understanding2007In: Presented at EARLI 2007, Budapest, 2007Conference paper (Other academic)
  • 23.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Holmberg, M.
    Bernhard, J.
    Threshold Concepts and Key Concepts in Electrical Engineering Education.2006In: CeTUSS conference: Uppsala, Sweden, Dec., 2006Conference paper (Other scientific)
  • 24.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Stadig Degerman, M.
    Bernhard, J.
    Interaction in Labwork: Linking the Object/Event World to the Theory/Model World2005Conference paper (Other academic)
  • 25.
    Carstensen, Anna-Karin
    et al.
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Stadig, M.
    Bernhard, J.
    A Theoretical Approach to the Learning of Complex Concepts2005In: ESERA Conference: Barcelona August 28–September 1, 2005., 2005Conference paper (Other academic)
  • 26. Gonzales, M.
    et al.
    Carstensen, Anna-Karin
    Jönköping University, School of Engineering, JTH, Computer and Electrical Engineering.
    Castells, M.
    Bernhard, J.
    Approaches to Find Difficulties in Solving Electric Circuit Problems: the Case of Learning to Link the Laplace Transform, the Theoretical Model, to the Real World in Engineeing Education2005In: ESERA Conference: Barcelona, August 28–September 1, 2005, 2005Conference paper (Other academic)
1 - 26 of 26
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