Investigating the learning of RLC circuits with The aid of computer-based activities

Abstract

The purpose of this study was to get some insight about using computational simulations and modeling activities to promote a better students’ conceptual understanding of RLC circuits. The theoretical framework adopted was Ausubel’s meaningful learning. We elaborated four computer-based tasks, which take into account difficulties commonly experienced by students in learning RLC circuits, to serve as a potential aid to a group of engineering students (experimental group). Significant statistical differences were found between the experimental group students’ performance in a conceptual test when compared to the control group, exposed only to the traditional classes. Students’ answers to some open-ended questions were also used to assess their conceptual learning. Our results indicate that the computer-based activities, besides facilitating the learning of physics concepts involved in RLC circuits, promoted the interactivity and engagement of the students with their own learning, turning the classroom environment into a privileged space for an active and meaningful learning.