Investigating Student Approaches to Rearranging Circuit Diagrams

Contribution:
This study uses a qualitative research method to analyze interviews where participants simplified an electric circuit while explaining their thought process.

Background: Rearranging circuit diagrams is a fundamental skill in electrical and electronic engineering, yet students can struggle with unfamiliar configurations. Current research in the discipline is often quantitative, centered on conceptual understanding. By using a qualitative method, the process of “How” students interact with circuit diagrams is investigated.

Research Question: How do students approach circuit diagram simplifications?

Methodology: 15-min individual discussions with ten participants (undergraduate years 1–4) simplifying an unconventionally presented circuit diagram were recorded. Reflexive thematic analysis was used to identify common themes.

Findings: 1) Participants initially rely upon pattern recognition to solve circuit problems before applying other analysis techniques; 2) two rearrangement methods were identified: “component focused”, where combinations of components are grouped and then connected together, and “ground focused” where components in the circuit are related to ground and then connected together; 3) students using a ground focused strategy were less hesitant in their circuit rearrangement process; and 4) students broadly used mechanicalistic methods of error checking, selecting software tools rather than applying conceptual understanding.