Problems of Learning Fundamentals of Semiconductor Electronics

Abstract

Semiconductor theory is a core course in the field of electrical and computer engineering in which students learn the fundamental concepts of electronic devices like diodes and transistors. A solid understanding of these concepts requires a thorough comprehension of the quality and quantity of charge carriers and of the different mechanisms by which these charges can move and contribute to the flow of current in a semiconductor. There are a number of serious issues that can cause hindrances in the meaningful understanding of these concepts. Initially the students are familiar with only one type of charge carrier that can flow - i.e., electrons. Subsequently they learn about another charge that flows but that has only a virtual existence, which is actually the absence of an electron. It is difficult for students to appreciate the difference between these two distinct charges. In this research, we seek to identify the hindrances faced by the students in understanding these concepts and to explain (using theories of the psychology of learning) why such difficulties arise even if one has all the prerequisite knowledge as well as the motivation to apply that knowledge. Concept mapping is used as a tool to find the possible missing links in a student's knowledge structure. Our claims are based on concept maps developed by the students and structured interviews conducted with students as well as with instructors teaching the course under review.