Inquiry-Based Electronics Laboratory: Students' Attitudes

Abstract

In inquiry-based laboratories, students independently design and conduct experiments and develop their problem solving and teamwork skills. Using qualitative instruments, the study described in this paper characterized the attitudes of junior electrical engineering students toward an inquiry-based electronics laboratory. It should be noted that it is the first course where the students are exposed to inquiry-based learning and experience how engineers work. According to the findings, most of the students believe that the course is beneficial as they are exposed to the engineer's work in the industry and experience teamwork. However, alongside these advantages, the students also indicate challenges associated with the course. Some students find it difficult to adjust to independent learning and to deal with complex problems to which they are not accustomed. Others, find it difficult to effectively work as a team, and point out that the course requires them to dedicate a great amount of effort. The paper offers some ways to successfully cope with these challenges.