Effect analysis of the teaching method of mutual result correction between students in an experiment of power electronics course

• Published in: IET circuits, devices & systems Vol. 16; no. 3; pp. 201 - 209
• Main Author: Zhao, Guopeng
• Format: Journal Article
• Language: English
• Published: Stevenage John Wiley & Sons, Inc 01.05.2022; Hindawi-IET
• Subjects: Accuracy; Classrooms; Communication; computer aided instruction; Cooperation; Education; educational courses; Educational technology; Electric power; Electronics; Experiments; Learning; Methods; Power electronics; power engineering education; Principles; Pulse duration modulation; PWM invertors; Questions; Students; Teachers; Teaching; Teaching methods
• ISSN: 1751-858X; 1751-8598
• DOI: 10.1049/cds2.12096

In order to deepen students' understanding of experimental content and improve the accuracy of experimental results based on improving students' learning initiative, in this study, a teaching method is proposed that lets students check and correct experimental results among themselves after doing experiments. Teachers guide students in experiments but do not check and correct experimental results. At the end of the experiments, students check each other and correct the results of the experiments from the perspective of the teachers. When the experimental results are correct, the experiment ends. If problems are found, the correct experimental results can be obtained by modifying or redoing the experiment. In this study, the sinusoidal pulse width modulation inverter circuit experiment in power electronics course is taken as an example for practical teaching research. There are two classes in this study: one that applies the method and the other that does not. According to the statistics and analysis of the correct rate of experimental results and the answers to thinking questions, students who checked or corrected each other deepened their understanding of the experimental content when both groups did the experiments correctly. When the experimental results of the two groups are different, students can learn from each other, discuss with each other, redo the experiment, and correct wrong results so as to improve the accuracy of the experimental results and the correct answer rate of thinking questions. Through the questionnaire survey, the method proposed in this study enables students to correct the experimental results from the perspective of teachers, thus improving students' awareness of mutual learning and active learning. It can improve the experimental effect.