A computer-based learning environment for teaching high-school students feedback control through design

Summary form only given as follows. Feedback control is a pervasive and powerful concept that engineers have applied to design and analyze devices and processes, such as satellite attitude control and that scientists have used to study natural phenomena, such as thermoregulation in the human body. Yet, traditionally, students first encounter feedback control theory in college engineering courses where it is taught using mathematics that is more advanced than what most high school students study (i.e., calculus, Laplace transforms, and complex analysis). This paper describes current efforts to introduce the concept of feedback control to high school students with a computer-based learning environment we have developed called the Feedback Articulate Virtual Laboratory, or FAVL. The environment consists of a virtual design space and associated activities in which students can analyze, construct, and run simulations of feedback control systems without resorting to college-level mathematics. In addition, FAVL provides scaffolding, or learning supports, for students to help them understand feedback concepts and develop design and analysis skills. In this paper, we describe FAVL and present preliminary findings from a pilot study we conducted in a high school engineering class with two groups of 9th grade students. Specifically, we share initial results on students´ changing conceptions of feedback phenomena and difficulties and successes students had while working with FAVL.