In order to improve student learning, instructors should identify concepts that are difficult for students to understand. Instructors can then change course material or teaching methods to focus on these difficult concepts. Researchers can develop assessment tools based on common student misconceptions to measure the effects of pedagogical changes. This paper describes the results of interviews with students who took an introductory logic design course in the Spring or Summer of 2005 at the University of Illinois at Urbana-Champaign. These interviews revealed many common misconceptions students have after completing a sophomore-level course on logic design. This paper also describes the results of an assessment test based on the interviews and administered to students taking an introduction to logic design course at the end of the Fall semester of 2005 at the University of Illinois at Urbana-Champaign.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jan 1 2006|
|Event||113th Annual ASEE Conference and Exposition, 2006 - Chicago, IL, United States|
Duration: Jun 18 2006 → Jun 21 2006
ASJC Scopus subject areas