A preliminary pedagogical comparison study using the digital logic concept inventory
A preliminary pedagogical comparison study using the digital logic concept inventory
复制标题
使用数字逻辑概念清单的初步教学比较研究
DOI：
10.1109/fie.2010.5673591
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Joseph Handzik
中科院分区：
文献类型：
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作者：
Geoffrey L. Herman;Joseph Handzik
数字逻辑教师创造了无数新的、创新的教学方法。由于主题覆盖范围和评估内容的差异，很难比较这些方法的有效性。我们创建了一个标准化的评估工具，提供了一种直接比较学生在不同数字逻辑设计课程中的概念学习的方法-数字逻辑概念清单（DLCI）。我们使用DLCI以及教师访谈和学生期末考试分析来比较伊利诺伊大学厄巴纳-香槟分校两门课程的学生学习情况。这些课程在课程内容、教学理念和教学技术上各不相同。我们提供的证据表明，DLCI可以为哪些技术和方法可以改善学生的学习提供有用的见解。
Digital logic instructors have created a myriad of new, innovative teaching methods. Comparing the effectiveness of these methods is elusive because of differences in topic coverage and assessment content. We have created a standardized assessment tool to provide a means to directly compare student conceptual learning in different digital logic design courses — the Digital Logic Concept Inventory (DLCI). We have used the DLCI along with instructor interviews and analysis of student final exams to compare student learning in two courses at the University of Illinois at Urbana-Champaign. These courses differed in course content, teaching philosophy, and pedagogical technology. We provide evidence that the DLCI can provide useful insight into what techniques and methods improve student learning.