Technology integration in education is one of the important approaches to develop higher order thinking skill among engineering students. In this study, we report the use of electronic circuit simulator SEQUEL to develop student's conceptual understanding. We applied SEQUEL in classroom environment to show students the effect of parameter variations on outputs of circuits. We conducted pre post single group study for two learning objectives such as (1) Draw output waveforms (LO1) (2) Predict output in given condition (LO2). We found that SEQUEL helped students to predict output for given conditions as number of students who scored high in post-test are more than pre-test for LO2.
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Scardamalia. M. and Bereiter, C. (2014). Smart technology for self-organizing processes. Smart Learning Environments, 1(1). http://www.slejournal.com/content
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Rutten, N., van Joolingen,W. R., and van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education,58(1), 136-153.
Bauer, P., Davat, B., Fedak, V., and Hajek, V. (2005, June). Educational visualization for teaching power electronics. In Power Electronics Education, 2005. IEEEWorkshop (pp. 45-51).
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Blake, C., and Scanlon, E. (2007). Reconsidering simulations in science education at a distance: features of effective use. Journal of Computer AssistedLearning, 23(6), 491-502.
Bruce, B. C., and Levin, J. A. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of educational computing research, 17(1), 79-102.
Conole, G., and Dyke, M. (2004). What are the affordances of information and communication technologies? Association for Learning Technology Journal, 12(2), 113-124.
Friedman, A., and Kajder, S. (2006). Perceptions of beginning teacher education students regarding educational technology. Journal of Computing in TeacherEducation, 22(4), 147-151.
Gao, P., Choy, D.,Wong, A. F. L., and Wu, J. (2009). Developing a better understanding of technologybased pedagogy. Australasian Journal of Educational Technology, 25(5), 714-730.
Goodyear, P., and Retalis, S. (2010). Learning, technology and design.Technology-enhanced learning: design patterns and pattern languages, 2, 128.
Hart, D. W. (1993). Circuit simulation as an aid in teaching the principles of power electronics. Education, IEEETransactions on, 36(1), 10-16.
Howland, J. L., Jonassen, D. H., and Marra, R. M. (2012). Meaningful learning with technology. Upper SaddleRiver,NJ: Pearson.
Jimoyiannis, A., and Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers andEducation, 36(2), 183-204
Jonassen, D. H. (2000). Toward a design theory of problem solving .Educational technology research and development, 48(4), 63-85.
Journal of Research in Science Teaching, 35(2), 145160.
Lim, C. P. and Chai, C. S. (2008). Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal ofEducationalTechnology, 39(5), 807-828
Linn,M. C., Clark, D., and Slotta, J. D. (2003).WISE design for knowledge integration. Science education, 87(4), 517-538.
McKagan, S. B., Handley, W., Perkins, K. K., and Wieman, C. E. (2009). A research-based curriculum for teaching the photoelectric effect. American Journal of Physics, 77(1), 87-94.
Mishra, P., Koehler, M. J., and Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. Techtrends, 53(5), 48-5
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Raghuram, R. (1989). Computer simulation of electronic circuits.NewAge International.
Ronen, M., and Eliahu, M. (2000). Simulation-A bridge between theory and reality: The case of electric circuits. Journal of computer assisted learning, 16(1), 14-26.
Rutten, N., van Joolingen,W. R., and van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education,58(1), 136-153.
Scardamalia. M. and Bereiter, C. (2014). Smart technology for self-organizing processes. Smart Learning Environments, 1(1). http://www.slejournal.com/content
Scheuer, O., Loll, F., Pinkwart, N., and McLaren, B. M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning, 5(1), 43-102.
Stern, L.,Barnea, N., and Shauli, S. (2008). The effect of a computerized simulation on middle school students' understanding of the kinetic molecular theory. Journal of Science Education and Technology, 17(4), 305-315.
van Berkum, J. J. A., and de Jong, T. (1991). Instructional environments for simulations. Education andComputing, 6, 305-358.
van Joolingen, W. R., de Jong, T., Lazonder, A. W., Savelsbergh, E. R., and Manlove, S. (2005). Co-Lab: research and development of an online learning environment for collaborative scientific discovery learning. Computers in human behavior, 21(4), 671688.
Varadarajan, M., and Valsan, S. P. (2005). MatPECS�A MATLAB-based Power Electronic Circuit Simulation Package with GUI for Effective Classroom Teaching. Int. J. Engng Ed, 21(4), 606611.
Windschitl,M., andAndre,T. (1998).Using computer simulations to enhance conceptual change: the roles of const ruct ivist instruct ion and student epistemological beliefs.
