Abstract

The purpose of this work is to discover the misconceptions students have related to PV content, in light of the way in which the content is portrayed curricular tools, namely through simulations. Undergraduate students were recruited from their first circuits courses (N=20) to participate in this study. Participants in the study were presented with PV related content displayed through a simulation previously developed by the PVCDROM. They observed these simulations and were asked associated questions, questions designed to uncover their misconceptions formed as a result of engaging with these simulations. Findings indicate that students hold misconceptions related to both of the simulations utilized; diffusion and drift. The results of this study indicate a need to conduct a deeper level of analysis of the participants' responses, which could potentially provide future evidence related to misconception formation as a result of how simulations related to drift and diffusion are presented using curricular tools. Diffusion and drift should be presented such that it discourages the formation of misconceptions, and ultimately removes barriers to learning PV.

Original languageEnglish (US)
Title of host publicationConference Record of the IEEE Photovoltaic Specialists Conference
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages2383-2388
Number of pages6
ISBN (Print)9781479932993
DOIs
StatePublished - 2013
Event39th IEEE Photovoltaic Specialists Conference, PVSC 2013 - Tampa, FL, United States
Duration: Jun 16 2013Jun 21 2013

Other

Other39th IEEE Photovoltaic Specialists Conference, PVSC 2013
CountryUnited States
CityTampa, FL
Period6/16/136/21/13

Fingerprint

Students
Networks (circuits)

Keywords

  • Learning PV
  • Misconceptions
  • Simulations

ASJC Scopus subject areas

  • Electrical and Electronic Engineering
  • Control and Systems Engineering
  • Industrial and Manufacturing Engineering

Cite this

Nelson, K. G., Brem, S., Foster, C. H., Bowden, S., Husman, J., & Honsberg, C. (2013). Assessing the formation of misconceptions when students learn PV using current curricular tools. In Conference Record of the IEEE Photovoltaic Specialists Conference (pp. 2383-2388). [6744954] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/PVSC.2013.6744954

Assessing the formation of misconceptions when students learn PV using current curricular tools. / Nelson, Katherine G.; Brem, Sarah; Foster, Christina H.; Bowden, Stuart; Husman, Jenefer; Honsberg, Christiana.

Conference Record of the IEEE Photovoltaic Specialists Conference. Institute of Electrical and Electronics Engineers Inc., 2013. p. 2383-2388 6744954.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Nelson, KG, Brem, S, Foster, CH, Bowden, S, Husman, J & Honsberg, C 2013, Assessing the formation of misconceptions when students learn PV using current curricular tools. in Conference Record of the IEEE Photovoltaic Specialists Conference., 6744954, Institute of Electrical and Electronics Engineers Inc., pp. 2383-2388, 39th IEEE Photovoltaic Specialists Conference, PVSC 2013, Tampa, FL, United States, 6/16/13. https://doi.org/10.1109/PVSC.2013.6744954
Nelson KG, Brem S, Foster CH, Bowden S, Husman J, Honsberg C. Assessing the formation of misconceptions when students learn PV using current curricular tools. In Conference Record of the IEEE Photovoltaic Specialists Conference. Institute of Electrical and Electronics Engineers Inc. 2013. p. 2383-2388. 6744954 https://doi.org/10.1109/PVSC.2013.6744954
Nelson, Katherine G. ; Brem, Sarah ; Foster, Christina H. ; Bowden, Stuart ; Husman, Jenefer ; Honsberg, Christiana. / Assessing the formation of misconceptions when students learn PV using current curricular tools. Conference Record of the IEEE Photovoltaic Specialists Conference. Institute of Electrical and Electronics Engineers Inc., 2013. pp. 2383-2388
@inproceedings{bf5e80bdd4c34b1d975fb741548cc110,
title = "Assessing the formation of misconceptions when students learn PV using current curricular tools",
abstract = "The purpose of this work is to discover the misconceptions students have related to PV content, in light of the way in which the content is portrayed curricular tools, namely through simulations. Undergraduate students were recruited from their first circuits courses (N=20) to participate in this study. Participants in the study were presented with PV related content displayed through a simulation previously developed by the PVCDROM. They observed these simulations and were asked associated questions, questions designed to uncover their misconceptions formed as a result of engaging with these simulations. Findings indicate that students hold misconceptions related to both of the simulations utilized; diffusion and drift. The results of this study indicate a need to conduct a deeper level of analysis of the participants' responses, which could potentially provide future evidence related to misconception formation as a result of how simulations related to drift and diffusion are presented using curricular tools. Diffusion and drift should be presented such that it discourages the formation of misconceptions, and ultimately removes barriers to learning PV.",
keywords = "Learning PV, Misconceptions, Simulations",
author = "Nelson, {Katherine G.} and Sarah Brem and Foster, {Christina H.} and Stuart Bowden and Jenefer Husman and Christiana Honsberg",
year = "2013",
doi = "10.1109/PVSC.2013.6744954",
language = "English (US)",
isbn = "9781479932993",
pages = "2383--2388",
booktitle = "Conference Record of the IEEE Photovoltaic Specialists Conference",
publisher = "Institute of Electrical and Electronics Engineers Inc.",

}

TY - GEN

T1 - Assessing the formation of misconceptions when students learn PV using current curricular tools

AU - Nelson, Katherine G.

AU - Brem, Sarah

AU - Foster, Christina H.

AU - Bowden, Stuart

AU - Husman, Jenefer

AU - Honsberg, Christiana

PY - 2013

Y1 - 2013

N2 - The purpose of this work is to discover the misconceptions students have related to PV content, in light of the way in which the content is portrayed curricular tools, namely through simulations. Undergraduate students were recruited from their first circuits courses (N=20) to participate in this study. Participants in the study were presented with PV related content displayed through a simulation previously developed by the PVCDROM. They observed these simulations and were asked associated questions, questions designed to uncover their misconceptions formed as a result of engaging with these simulations. Findings indicate that students hold misconceptions related to both of the simulations utilized; diffusion and drift. The results of this study indicate a need to conduct a deeper level of analysis of the participants' responses, which could potentially provide future evidence related to misconception formation as a result of how simulations related to drift and diffusion are presented using curricular tools. Diffusion and drift should be presented such that it discourages the formation of misconceptions, and ultimately removes barriers to learning PV.

AB - The purpose of this work is to discover the misconceptions students have related to PV content, in light of the way in which the content is portrayed curricular tools, namely through simulations. Undergraduate students were recruited from their first circuits courses (N=20) to participate in this study. Participants in the study were presented with PV related content displayed through a simulation previously developed by the PVCDROM. They observed these simulations and were asked associated questions, questions designed to uncover their misconceptions formed as a result of engaging with these simulations. Findings indicate that students hold misconceptions related to both of the simulations utilized; diffusion and drift. The results of this study indicate a need to conduct a deeper level of analysis of the participants' responses, which could potentially provide future evidence related to misconception formation as a result of how simulations related to drift and diffusion are presented using curricular tools. Diffusion and drift should be presented such that it discourages the formation of misconceptions, and ultimately removes barriers to learning PV.

KW - Learning PV

KW - Misconceptions

KW - Simulations

UR - http://www.scopus.com/inward/record.url?scp=84896442646&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84896442646&partnerID=8YFLogxK

U2 - 10.1109/PVSC.2013.6744954

DO - 10.1109/PVSC.2013.6744954

M3 - Conference contribution

AN - SCOPUS:84896442646

SN - 9781479932993

SP - 2383

EP - 2388

BT - Conference Record of the IEEE Photovoltaic Specialists Conference

PB - Institute of Electrical and Electronics Engineers Inc.

ER -