P ac ice Pape
Recommended ci a ion: Saad, R., & Toqee , R. (2025). Ad ancing
Elec omagne ic T ansmission Line Knowledge Th ough Expe ien ial Lea ning. In
Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual
Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e,
Finland. DOI: 10.5281/zenodo.17631333.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
ADVANCING ELECTROMAGNETIC TRANSMISSION LINE
KNOWLEDGE THROUGH EXPERIENTIAL LEARNING
R. Saad a,
1
, R. Toqee b
a School o Elec ical and Elec onic Enginee ing, The Uni e si y o She ield, UK,
ORCID: 0000-0002-3312-2106
b Mul idisciplina y Enginee ing Educa ion, The Uni e si y o She ield, UK,
ORCID: 0000-0003-3339-2322
Con e ence Key A eas: Enginee ing skills, p o essional skills, and ans e sal skills.
Cu iculum de elopmen and eme ging cu iculum models in enginee ing.
Keywo ds: ansmission line analysis, elec omagne ics, echnical skills, expe ien ial
lea ning, p ac ical educa ion.
ABSTRACT
The complexi y o eaching elec omagne ics and ansmission line analysis concep s
p esen s signi ican challenges o 1-yea long pos g adua e augh (PGT) s uden s,
who o en engage wi h he subjec p ima ily h ough heo e ical ins uc ion. This pape
examines he alue o embedding non-assessed expe ien ial lea ning oppo uni ies o
ein o ce knowledge and build echnical skills in ansmission line heo y, p ac ical
e mina ions, and adio equency (RF) design. This in e en ion p esen s e lec ions
on he e ec i eness o expe ien ial lea ning in ein o cing s uden knowledge and
con idence. The success o his app oach has been e alua ed h ough indi ec
pe o mance indica o s, such as imp o emen s in cou sewo k pe o mance, lab
engagemen le els, and quali a i e eedback om ins uc o s. This app oach can be
adop ed by o he Highe Educa ion p o ide s o enhance s uden s’ lea ning
expe ience by inco po a ing p ac ical ac i i ies ha s eng hen he connec ion be ween
heo y and p ac ice.
1
Co esponding Au ho
R Saad
.saad@she ield.ac.uk
1 INTRODUCTION
Highe educa ion ins i u ions o e ing one-yea mas e ’s p og ams ace he challenge
o deli e ing comp ehensi e subjec knowledge in a condensed ime ame. Many o
hese p og ams ocus on heo e ical unde s anding wi hou inco po a ing p ac ical
hands-on oppo uni ies beyond he indi idual esea ch p ojec . In enginee ing and
applied sciences, his app oach may esul in supe icial comp ehension, limi ing
s uden s’ abili y o ansla e heo y in o p ac ice. This pape ou lines an ini ia i e o
in eg a e non-assessed p ac ical labs o complemen heo e ical lea ning. The e o e,
he signi icance o hands-on expe ience in imp o ing s uden s’ g asp o
elec omagne ic ansmission lines, pa icula ly in lossy and lossless modes wi h
a ious e mina ions is highligh ed.
The s udy is d i en by h ee key esea ch ques ions:
1. Wha a e he challenges o upskilling s uden s when eaching concep s pu ely
h ough heo e ical ins uc ion?
2. Which pedagogical app oaches e ec i ely inspi e s uden s o engage wi h
abs ac elec omagne ic p inciples?
3. How does expe ien ial lea ning ein o ce knowledge and imp o e
comp ehension o elec omagne ics and ansmission line analysis?
2 CONTEXT AND PRACTICAL WORK
2.1 Challenges when eaching pu ely heo e ical concep s
Teaching pu ely heo e ical concep s is a undamen al aspec o educa ion ac oss
a ious disciplines, especially enginee ing. Howe e , hese concep s a e o en
abs ac and ha e limi ed immedia e p ac ical applica ions, which makes i di icul o
s uden s o g asp, e ain, and apply hei knowledge. This p esen s educa o s wi h
dis inc challenges, p ima ily due o he abs ac na u e o he ma e ial and s uden s'
di icul ies in connec ing heo y o p ac ical applica ions.
Theo e ical concep s o en lack immedia e eal-wo ld connec ions, making hem seem
abs ac and i ele an o s uden s. This disconnec can lead o educed mo i a ion
and engagemen (Maye , 2020). Fu he mo e, abs ac concep s equi e s uden s o
engage in high-le el cogni i e p ocessing, which can impose a signi ican bu den on
s uden s' cogni i e esou ces. Cogni i e Load Theo y (CLT), desc ibed in (Swelle ,
1988, 2011), p esen s ha wo king memo y has a limi ed capaci y. Ins uc ion ha
imposes an excessi e cogni i e load, pa icula ly ex aneous load (unnecessa y
cogni i e demands), can hinde he lea ning o essen ial in o ma ion (ge mane load).
The e o e, abs ac heo e ical concep s, i poo ly p esen ed, can easily o e load
wo king memo y. Baddeley (2012) p o ides a comp ehensi e o e iew o wo king
memo y, highligh ing i s c ucial ole in lea ning and comp ehension. The limi ed
capaci y o wo king memo y makes i challenging o s uden s o simul aneously
p ocess and in eg a e mul iple abs ac ideas, which a e o en in e connec ed in
heo e ical amewo ks. I is well no ed ha he de elopmen o abs ac hinking
depends on s uden s' abili y o handle heo e ical concep s is ela ed o hei s age o
cogni i e de elopmen (Piage , 1952).
S uden s may s uggle o connec heo e ical concep s o hei pe sonal expe iences,
u u e goals, o eal-wo ld applica ions. This lack o pe cei ed ele ance can lead o
dec eased mo i a ion and engagemen , hinde ing he lea ning p ocess. Deci and
Ryan (2000) Sel -De e mina ion Theo y (SDT) emphasise he impo ance o
au onomy, compe ence, and ela edness in os e ing in insic mo i a ion. When
s uden s pe cei e heo e ical knowledge as i ele an , i can unde mine hei sense o
au onomy and compe ence, he eby educing hei in insic mo i a ion o lea n. B own
e al. (1989) in oduced he concep o si ua ed cogni ion, a guing ha knowledge is
con ex dependen . Theo e ical concep s, when p esen ed in a decon ex ualised
manne , may lack meaning and ele ance o s uden s, making hem less likely o
engage wi h he ma e ial. Eccles and Wig ield (2002) de eloped he Expec ancy-Value
Theo y, which sugges s ha s uden s' mo i a ion is in luenced by hei belie s abou
hei abili y o succeed (expec ancy) and he ex en o which hey alue he lea ning
ask ( alue). I s uden s do no alue heo e ical knowledge, hey a e less likely o
in es he necessa y e o o lea n i .
The e o e, a signi ican challenge in eaching heo e ical concep s is ensu ing ha
s uden s can ans e hei knowledge o new and di e en si ua ions. Theo e ical
knowledge is o en in ended o be gene alisable, bu s uden s may s uggle o apply i
beyond he speci ic con ex in which i was lea ned. B ans o d e al. (2000)
emphasised he impo ance o deep concep ual unde s anding o e ec i e knowledge
ans e . I s uden s possess only a supe icial unde s anding o heo e ical concep s,
hey will s uggle o apply hem in new con ex s.
2.2 Pedagogical app oaches in upskilling s uden s
To add ess he challenges abo e, educa o s can employ a a ie y o pedagogical
app oaches designed o enhance s uden s' unde s anding, mo i a ion, and abili y o
ans e heo e ical knowledge. Ac i e lea ning s a egies engage s uden s in he
lea ning p ocess, p omo ing deepe unde s anding and e en ion o heo e ical
concep s compa ed o passi e me hods like adi ional lec u es. Madhu i e al. (2012)
p esen s he use o inqui y-based lea ning, whe e s uden s ac i ely in es iga e
ques ions, cons uc explana ions, and es hei ideas. This app oach encou ages
c i ical hinking and p oblem-sol ing skills, which a e essen ial o mas e ing
heo e ical knowledge. Ba ows and Tamblyn (1980) demons a ed p oblem-based
lea ning (PBL), in which s uden s wo k collabo a i ely o sol e au hen ic, ill-s uc u ed
p oblems. PBL p o ides a con ex o applying heo e ical concep s, making hem
mo e ele an and meaning ul. Mazu (1997) demons a ed he e ec i eness o pee
ins uc ion, a echnique ha in ol es s uden s discussing concep ual ques ions wi h
hei pee s. This app oach p omo es ac i e engagemen , cla i ies misunde s andings,
and os e s deepe unde s anding h ough a icula ion and deba e.
Fu he mo e, isual ep esen a ions can make abs ac heo e ical concep s mo e
conc e e and accessible, acili a ing comp ehension and e en ion. Ainswo h (2006)
p oposed he DeFT amewo k o lea ning, emphasising he impo ance o using
mul iple ep esen a ions (e.g., diag ams, g aphs, simula ions, analogies) o suppo
s uden lea ning. Di e en ep esen a ions can highligh di e en aspec s o a concep ,
ca e ing o di e se lea ning s yles and p omo ing a mo e obus unde s anding.
Fu he mo e, in e ac i e simula ions can enhance s uden s' unde s anding o dynamic
sys ems and abs ac p ocesses as epo ed in (Koh e al., 2010; Smi h & Polla d,
1986), which de elop a mo e in ui i e g asp o heo e ical ela ionships. Addi ionally,
No ak and Gowin (1984) in oduced concep mapping as a ool o o ganising and
ep esen ing knowledge. Concep maps isually depic he ela ionships be ween
concep s, helping s uden s o s uc u e hei unde s anding o heo e ical amewo ks.
Consequen ly, connec ing heo e ical concep s o eal-wo ld applica ions and con ex s
can inc ease s uden mo i a ion and acili a e he ans e o knowledge. Fo ins ance,
con ex -based lea ning enhances s uden engagemen and unde s anding by si ua ing
heo e ical knowledge in ele an and meaning ul p ac ical implica ions as epo ed in
(A a gil e al., 2012; Boud & Fele i, 2013). Fu he , li e a u e epo ed in (He eid &
Schille , 2013; He eid, 1994) highligh s he e ec i eness o case s udies in applying
heo e ical concep s o eal-wo ld scena ios. Analysing case s udies allows s uden s
o see how heo ies a e used o explain and sol e complex p oblems. Addi ionally, in
(de Los Rios e al., 2010; K ajcik & Shin, 2014; Mills & T eagus , 2003; Uziak, 2016)
i has been demons a ed ha p ojec -based lea ning (PBL) can os e deep
unde s anding and ans e o knowledge h ough au hen ic p oblem-sol ing. PBL
p o ides oppo uni ies o s uden s o apply heo e ical concep s in he con ex o
ex ended, eal-wo ld p ojec s. On he o he hand, expe ien ial lea ning ein o ce
knowledge and imp o e comp ehension o enginee ing heo e ical concep s as
emphasised in (Hajshi mohammadi, 2017; Ha isbe ge , 1976; Jamison e al., 2022;
Temb e illa e al., 2024).
Finally, eaching s uden s’ me acogni i e s a egies such as planning, moni o ing, and
e alua ing hei lea ning can empowe hem o ake con ol o hei own lea ning,
leading o imp o ed unde s anding and e en ion o heo e ical concep s as epo ed
in (Tanne , 2012). Addi ionally, p omp ing s uden s o sel -explain hei easoning and
adop e lec i e p ac ice can enhance hei unde s anding o complex concep s and
encou ages hem o ac i ely p ocess in o ma ion and make connec ions be ween new
ma e ial and hei p io knowledge p omo ing c i ical hinking and he de elopmen o
deepe unde s anding o concep s as epo ed by Chi e al. (1989) and Schön (2017).
The e o e, he p esen ed li e a u e e iew highligh s he need o embedding
immedia e eal-wo ld connec ions wi hin augh heo e ical concep s o inc ease
mo i a ion. I is impo an ha s uden s ecognise ele ance in he p og amme and
connec heo e ical concep s o hei pe sonal expe iences, u u e goals, o eal-wo ld
applica ions. This wo k builds om he li e a u e and add esses cul u al and
educa ional backg ound gaps in one-yea PGT p og ammes. The con ibu ion is he
e ec i e implemen a ion o a ious pedagogical app oaches o p omo e mode n
me hods o eaching heo y. This is done by inco po a ing mixed ac i e eaching
echniques blending be ween in e ac i e lec u es, in e ac i e wo kshops and
expe ien ial lea ning, which ha e b idged he gap be ween complex heo ies and
p ac ice en husing s uden s a ound he subjec .
2.3 Desc ip ion o he In e en ion
The Elec onic Communica ions Technologies cou se is a specialised, 15-c edi , Le el
6 pos g adua e p og am augh a he School o Elec ical and Elec onic Enginee ing,
Uni e si y o She ield. I is p ima ily designed o s uden s pu suing deg ees in
elec ical and elec onic enginee ing, wi eless communica ions, and ae ospace
enginee ing. The e o e, his cou se equips s uden s wi h indus y- ele an skills
essen ial o designing high- equency ci cui s and sys ems. Key opics include
elec omagne ic in e e ence mechanisms, ci cui design echniques, il e ing,
sc eening, ansmission lines, S-pa ame e s, Smi h cha s, equi alen ci cui s o
passi e and ac i e de ices, RF ampli ie design, noise pe o mance, and nonlinea i ies
in RF ci cui s and sys ems.
The module lea ning ou comes a e:
● Analyse he na u e and scope o elec omagne ic in e e ence (EMI) in mode n
elec onic and elec ical sys ems
● Desc ibe he b oad p inciples o comba ing EMI bo h a he equipmen design
s age and du ing i s es ing, commissioning and use.
● Design ci cui s o con ol elec omagne ic emissions and minimise EMI.
● Desc ibe he di e en o ms o ansmission lines and unde s and high
equency ansmission lines heo y.
● Use Smi h cha and "S" pa ame e s o design ansmission lines and RF
ci cui s, and explain he e ms used o speci y linea i y in powe ampli ie s.
● Employ he high equency equi alen ci cui s o bo h passi e and ac i e
de ices o p edic he de ices' pe o mance and make quan i a i e es ima es o
he noise pe o mance o simple RF sys ems.
The cou se con en is deli e ed h ough in e ac i e p ac ical d i en in-pe son lec u es
ha explo e bo h he heo e ical ounda ions and p ac ical implica ions o each opic.
To suppo s uden lea ning, a wide ange o in e ac i e ma e ials—including quizzes,
ideos, cou se no es, and p oblem-sol ing exe cises – a e made a ailable h ough he
educa ional pla o m. While he cou se is highly specialised and heo y-d i en,
s uden s success ully de elop echnical knowledge and skills a a ious cogni i e
le els, om ecall o design, in alignmen wi h Bloom’s axonomy (Bloom e al., 1956).
This is la gely achie ed h ough in e ac i e lec u es ha inco po a e eal-li e scena ios,
case s udies, simula ions, and p ac ical demons a ions using po able equipmen .
Assessmen is s uc u ed o e alua e bo h ounda ional unde s anding and highe -
o de p oblem-sol ing skills. S uden s a e assessed h ough an end-o -semes e exam
and wo cou sewo k componen s. The exam ollows an open-book o ma and consis s
o wo s ages:
1. S age 1: A mul iple-choice and calcula ion-based assessmen , whe e s uden s
demons a e hei g asp o key concep s and achie emen o cou se lea ning
ou comes.
2. S age 2: An open-ended e alua ion wi h design-based ques ions, equi ing
s uden s o apply hei knowledge o eal-wo ld scena ios, showcasing hei
p oblem-sol ing, c i ical hinking, and decision-making abili ies.
The cou sewo k p o ides s uden s wi h he oppo uni y o deepen hei unde s anding
by engaging in p ac ical design asks. Speci ically, s uden s explo e ma ching ne wo k
design and elec omagne ic compa ibili y challenges h ough case s udies o hei
choice, os e ing independen esea ch and applied lea ning.
This eaching app oach and assessmen s a egy ensu e ha s uden s de elop a
s ong concep ual ounda ion while acqui ing indus y- ele an knowledge and skills.
Howe e , he lack o hands-on p ac ical ac i i ies p esen s challenges, pa icula ly in
he ea ly s ages o he cou se. Concep s such as elec omagne ics and ansmission
line modelling can ini ially seem abs ac due o hei highly heo e ical na u e. This
abs ac ion o en hinde s deepe comp ehension and s uden engagemen . To b idge
his gap and enhance s uden unde s anding, a non-assessed expe imen al session
was in oduced. This session p o ided s uden s wi h he oppo uni y o isualize and
analyse he eal-wo ld beha iou o ansmission lines unde lossy condi ions. By
simula ing p ac ical scena ios, his ini ia i e aimed o imp o e concep ual cla i y and
engagemen wi h complex opics—an app oach ha will be u he discussed in he
ollowing sec ion.
2.4 P oposed Expe ien ial Lea ning Model
To b idge he gap be ween heo e ical unde s anding and hands-on compe ence in
ansmission line heo y, a comp ehensi e p ac ical in e en ion was implemen ed as
pa o he EEE6220 module. This in e en ion was designed o p o ide enginee ing
PGT s uden s wi h a obus expe ien ial lea ning pla o m ha simula es eal-wo ld
signal ansmission phenomena, ein o cing co e heo e ical concep s such as he
a enua ion cons an (α), phase cons an (β), and cha ac e is ic impedance (Z). A he
hea o he in e en ion is a s uc u ed, inqui y-based labo a o y sequence using he
NI ELVIS II pla o m, a bespoke ansmission line ci cui boa d and da a acquisi ion
sc een shown in Fig.1. S uden s engage wi h a se ies o p og essi e expe imen s;
ma ched load, sho ci cui , and open ci cui e mina ions, spanning equencies om
1 kHz o 6 kHz. These con igu a ions a e delibe a ely chosen o simula e complex
condi ions ound in elecommunica ions and signal p ocessing ne wo ks. Th ough he
sys ema ic acquisi ion and analysis o ol age and phase da a a di e en line sec ions,
s uden s calcula e and g aphically in e p e α and β using linea eg ession echniques.
This p ocess demys i ies he p opaga ion cha ac e is ics o lossy ansmission media
and os e s a deep concep ual unde s anding o wa e beha iou along lines.
Figu e 1: NI ELVIS pla o m wi h T ansmission Lines lab boa d and da a
acquisi ion sc een.
To p epa e s uden s e ec i ely, he in e en ion manda es p e-lab calcula ions and a
o ma i e quiz, compelling lea ne s o de i e heo e ical alues o α, β and Z p io o
expe imen a ion. This p e-emp i e ac i i y p imes s uden s wi h con ex ual knowledge
and c ea es a sca old o e lec i e compa ison wi h empi ical esul s. The hands-on
componen equi es PGT s uden s o pe o m signal exci a ion ia a unc ion
gene a o , obse e ou pu s ia an oscilloscope da a acquisi ion and eco d phase
shi s and ampli udes a inc emen al sec ions. Using his da a, s uden s con e
a enua ion alues in o Nepe s and isualise ol age ampli ude, a enua ion and phase
p og ession ac oss he line. These asks enhance skills in ins umen a ion, da a
logging, g aphical analysis and c i ical e alua ion o disc epancies be ween p edic ed
and obse ed alues. Fu he mo e, he in e en ion embeds enginee ing judgemen
and diagnos ic easoning, as s uden s a e p omp ed o e alua e he sui abili y o
ansmission lines o audio equency applica ions and iden i y causes o ol age
luc ua ion, misma ches and phase dis o ion. The s uden s a e expec ed o a icula e
how imp ope e mina ions (open o sho ci cui ) a ec wa e e lec ion and s anding
wa e pa e ns skills essen ial o RF enginee s and sys em designe s. The in e en ion
concludes wi h e lec i e analysis ques ions ha compel s uden s o syn hesise hei
indings and c i ically assess limi a ions due o non-ideali ies, such as lumped elemen
ep esen a ion, ini e boa d leng h and measu emen unce ain y. This p ac ical
amewo k no only suppo s he de elopmen o echnical and analy ical skills bu also
cul i a es p o essional beha iou s aligned wi h EUR-ACE and AHEP lea ning
ou comes, including sa e labo a o y p ac ice, eamwo k and e ec i e communica ion
o esul s. The s uc u ed p e-lab p epa a ion, imme si e hands-on expe imen a ion
and pos -lab e lec ion o m a comple e lea ning cycle aimed a p oducing ansmission
line-li e a e pos g adua es equipped o ackle con empo a y enginee ing challenges.
The s uden s ha e gi en posi i e e bal eedback on how his expe imen has
consolida ed hei lea ning; o example ew quo es a e included he e “The hands-on
expe ience helped me o unde s and he heo y ully, seeing he wa e beha iou along
he line made concep s o a enua ion and phase shi much clea e , i helped me
unde s and whe e and why ansmission line heo y ac ually ma e s in eal
applica ion, compa ing heo e ical esul s wi h expe imen helped me consolida e he
ma hs behind ansmission lines, using he NI ELVIS se up el like wo king wi h eal
indus y equipmen , I eel mo e con iden now on ansmission line heo y concep s”.
3 EVALUATION OF THIS APPROACH
The in eg a ion o expe ien ial lea ning in eaching elec omagne ic ansmission line
heo y has p o en highly e ec i e in enhancing MSc s uden s' echnical skills,
comp ehension, and con idence. Many s uden s, pa icula ly hose om o e seas wi h
s ong ma hema ical backg ounds, o en lack p ac ical echnical expe ience. The
hands-on expe imen al sessions, using he NI ELVIS II pla o m, suppo ed s uden s
o b idge he gap be ween heo e ical lea ning and eal-wo ld applica ions, os e ing
skills in ins umen a ion, da a logging, and analy ical easoning.
Fu he mo e, he p oposed eaching me hod signi ican ly imp o ed s uden s’ p ac ical
skills, such as using lab equipmen and conduc ing da a analysis, which a e essen ial
o RF design and elecommunica ions. By applying heo e ical concep s like
a enua ion, phase shi , and impedance o eal-wo ld expe imen s, s uden s gained
deepe insigh s and be e p epa ed hemsel es o u u e indus y challenges.
Fu he mo e, s uden s epo ed enjoying he in e ac i e lec u es and hands-on
expe ience o e ed only in his module among hei deg ee p og ammes. They also
epo ed inc eased con idence in bo h hei echnical abili ies and hei unde s anding
o complex elec omagne ic concep s. Wo king wi h p o essional-g ade equipmen
made he ma e ial mo e accessible and ele an , boos ing s uden s' sel -assu ance in
applying hei knowledge and de eloping c i ical hinking skills. This has also e lec ed
on s uden s’ cou sewo k and exam ou comes as he module has seen ze o ail a e
since 3 yea s implemen a ion o he in e ac i e eaching me hod and expe ien ial
lea ning sessions. The abili y o ela e heo e ical knowledge o p ac ical ou comes
s eng hened hei exam esponses, pa icula ly in design-based ques ions ha
equi ed applica ion o key concep s. While hese esul s a e p omising, wide adop ion
equi es conside a ion o ans e abili y. O he Highe Educa ion p o ide s can embed
p ac ical ac i i ies aligned wi h heo y, using accessible lab equipmen o simula ions
ools. Simila in e ac i e sessions could be implemen ed in modules such as
elec omagne ism, ci cui design, o con ol sys ems, e en wi h a ying esou ces.
Scalable solu ions like low-cos ki s o emo e labs can u he suppo implemen a ion
ac oss di e se ins i u ions.
4 CONCLUSIONS
Upskilling s uden s in pu ely heo e ical concep s p esen s signi ican challenges,
p ima ily ela ed o he abs ac na u e o he ma e ial, i s pe cei ed lack o ele ance,
and he di icul y o ans e ing knowledge. Howe e , educa o s can employ a ange
o e ec i e pedagogical app oaches o add ess hese challenges. Ac i e lea ning,
isualisa ion, con ex ualisa ion, and me acogni i e s a egies can p omo e deepe
unde s anding, enhance s uden mo i a ion, and acili a e he ans e o heo e ical
knowledge o eal-wo ld applica ions. Fu u e esea ch should con inue o explo e and
e ine hese pedagogical app oaches, pa icula ly in he con ex o speci ic disciplines
and di e se s uden popula ions and in es iga e he use o eme ging echnologies o
suppo he eaching o abs ac concep s.
REFERENCES
Ainswo h, S. (2006). DeFT: A concep ual amewo k o conside ing lea ning wi h
mul iple ep esen a ions. Lea ning and Ins uc ion, 16(3), 183-198.
h ps://doi.o g/h ps://doi.o g/10.1016/j.lea nins uc.2006.03.001
A a gil, S., He sco i z, O., & Do i, Y. J. (2012). Teaching hinking skills in con ex -
based lea ning: Teache s’ challenges and assessmen knowledge. Jou nal o
science educa ion and echnology, 21, 207-225.
Baddeley, A. (2012). Wo king Memo y: Theo ies, Models, and Con o e sies. Annual
Re iew o Psychology, 63(Volume 63, 2012), 1-29.
h ps://doi.o g/h ps://doi.o g/10.1146/annu e -psych-120710-100422
Ba ows, H. S., & Tamblyn, R. (1980). P oblem-based lea ning : an app oach o
medical educa ion.
Bloom, B. S., Engelha , M. D., Fu s , E. J., Hill, W. H., & K a hwohl, D. R. A. (1956).
Taxonomy o educa ional objec i es : he classi ica ion o educa ional goals.
Handbook 1, Cogni i e domain. New Yo k : Da id Mackay Company Inc.
