Correcting misconceptions on electronics: Effects of a simulation-based learning environment backed by a conceptual change model

Yu Lung Chen, Pei Rong Pan, Yao Ting Sung, Kuo En Chang

Research output: Contribution to journalArticle

40 Citations (Scopus)


Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates prediction-observation-explanation (POE) and simulation-based learning strategies to explore the effects on correcting misconceptions and improving learning performance. Thirty-four sophomore students majoring in engineering participated in the experiments. The empirical results indicate that the system significantly corrects participants' misconceptions on diodes and improves learning performance. This study shows that conceptualchange instructions could correct misconceptions effectively by constructing scenarios that conflict with existing knowledge structures. The results also show that misconceptions on diode models and semiconductor characteristics could be corrected in more than 80% of cases. Conversely, difficulty in correcting misconceptions correlates with the fundamental definition of voltage, circuit analysis, or the interaction between different diode concepts.

Original languageEnglish
Pages (from-to)212-227
Number of pages16
JournalEducational Technology and Society
Issue number2
Publication statusPublished - 2013 Apr 30



  • Applications in electronics
  • Computer simulation
  • Conceptual change strategies
  • Misconception
  • Visualization

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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