Studying how digital logic instructors solve canonical problems

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

Abstract

Sketches and other forms of graphical communication are central to both the practice and learning of engineering. Visual representations play a critical role in helping students learn engineering concepts, socialize them into the engineering discipline, and facilitate or hinder the design process. Despite the importance of graphical communication and visual representations, our understanding of how students learn these representations and use them is poor. This paper describes part of a larger expert-novice comparison study to document how sketches moderate engineering problem solving. We present preliminary findings on how digital logic instructors use sketches to solve canonical problems.

Original languageEnglish (US)
Title of host publicationFIE 2016 - Frontiers in Education 2016
Subtitle of host publicationThe Crossroads of Engineering and Business
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781509017904
DOIs
StatePublished - Nov 28 2016
Event46th Annual Frontiers in Education Conference, FIE 2016 - Erie, United States
Duration: Oct 12 2016Oct 15 2016

Publication series

NameProceedings - Frontiers in Education Conference, FIE
Volume2016-November
ISSN (Print)1539-4565

Other

Other46th Annual Frontiers in Education Conference, FIE 2016
CountryUnited States
CityErie
Period10/12/1610/15/16

Keywords

  • Cognitive interviews
  • Digital logic
  • Grounded theory
  • Problem solving
  • State machines

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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  • Cite this

    Herman, G. L. (2016). Studying how digital logic instructors solve canonical problems. In FIE 2016 - Frontiers in Education 2016: The Crossroads of Engineering and Business [7757384] (Proceedings - Frontiers in Education Conference, FIE; Vol. 2016-November). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2016.7757384