טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
M.Sc Thesis
M.Sc StudentRoshu Yochanan
SubjectSimulation and Lab Practice in Learning Electronics Systems
in Junior High School
DepartmentDepartment of Education in Science and Technology
Supervisor Professor Shlomo Waks


Abstract

The research deals with the advantages and disadvantages of both methods: hands-on lab practice (control group) and computerized simulation (experimental group) in learning Electronics.
We focused on  aspects such as  improving  achievements, better understanding, change of attitudes and developing high order thinking skills (HOTS) regarding the contribution of these methods to teaching and learning Electronics systems.
A learning module was developed in “Switching and Digital Systems”. The case study was conducted so that ninth graders were taught the same curriculum as a senior High school class within a laboratory task-directed program. The course’s unique characteristics were: team work and supporting environment.
The quantitative part of the research relates to the achievements in tests and of the students attitudes as reflected in the questionnaire. The qualitative part focused on a context analysis of the interviews done with students.
The improvement in achievements in the experimental group was significant in all tests (0.02 >P >0.002) whilst the improvement in achievements in the control group  was only significant in part of the achievements in tests. In the case of the combination of methods, which was held in this research, there is no evidence as to whether this combination improves the achievements more. Regarding the relationship between students’ opinions and achievements, it was proven that for students with better grades, i.e. the simulation group, the lab had a role in the cognitive sense as a complementary means to support the theoretical knowledge.   For students whose grades were lower, i.e. the hands-on practice group, the attitudes towards lab had a role in the emotional sense as contributing individually to the motivation of the learner.