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Titlebook: Learning Electricity and Electronics with Advanced Educational Technology; Michel Caillot Conference proceedings 1993 Springer-Verlag Berl

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Adults’ Understanding of Electricityveryday life or working experience. The test situations deal with static electricity and domestic electricity (alternating current). The models so built up by these adults are based on their own experience. These experiential models are very far from the conceptual ones. Often electricity is viewed
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Simulation and Learner’s Knowledge Processing in the Case of a Learning Environment on Signal Procesand technical aspects of the task context. Initially, we observed the technicians calibrating a real acquisition chain (signal processing) in order to obtain information about the practical knowledge they used. Subsequently we analysed the physical knowledge involved in the calibration in order to d
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Contextualized Reasoning of Electrical Techniciansme technicians use mathematics and a theory of electricity in their practice. Is a similar discrepancy observable between the knowledge supporting their actions and what they learned at school? Difficulties of vocational school students and graduates from higher technical institutions have already b
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Computerized Analysis of Students’ Ability to Process Information in the Area of Basic Electricitywers. The feedback given was intended to influence the way students solve similar tasks in the second half of the test. Four different test versions were employed, including one version with no feedback. In the analysis, students were grouped according to the ways in which they structure knowledge.
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Computer Assisted Learning of Basic Concepts in Electricity and Electromagnetic Wave Propagation to Electrostatics which starts from the basic concept of metal; b) a detailed description of the transport process in a DC circuit; c) a transmission line simulator based on a simple algorithm. The discussion focuses on the potential use of computers in education.
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