This paper describes a four-year program to advance electrical and electronics studies and their implementation in eight northern Israeli high schools. The program was begun with four schools participating, increasing to eight schools toward the end. karthividhyalaya This paper presents the teaching and learning processes of teachers and students during the program. Within the program’s framework, learning materials and teaching guides were written,teachers were given in-school training and guidance, and meetings were held with teachers and headmasters so as to promote and track performance in the field. At the end of the program, more than 200 12th-grade students from eight high schools successfully passed their matriculation exam on large-scale projects. About150 of these students had studied electronics, and the other 50studied electricity. Prior to this program, only about 40finalprojects in these fields had been undertaken in the State of Israel.Today, 10 years after the program, some 2000final projects are submitted each year to matriculation exams. The first practical step taken by the pedagogical lead team was to meet representatives of the schools’ teachers, fol-lowed by a brainstorming forum of 30 teachers, comprising the schools’ teachers, the lead team, and other electrical and electronics teachers. The brainstorming revolved around the following questions: What is the purpose of the intervention plan? How can the goal be achieved? What are the subjects that must be taught in a teacher-training course to reach this goal? What are the preferred teaching methods? What is the learning environment needed to achieve the goal? The meeting lasted four intensive hours, during which dozens of ideas arose,among them enhancing student pride, introducing interesting subjects, and equipping the laboratories with computers, simulation software, and modern measurement equipment. Another idea proposed was that of project-based learning, followed by an exhibition of the projects built by the students. The participants’ most frequent suggestions for inclusion in the teacher training course were the following: enhancing the teachers’ knowledge of computers [using Office for electronics implementations, integrating simulations such as Electronics Work Bench (EWB) into the curriculum, using the Internet],project-based learning, and some specific subjects from the field of electricity and electronics click here.
A week after the brainstorming session, a year-long, 4-h-a-week teacher training course began. The focus of the course was on what the students would do. Each topic studied in the teacher training course was implemented in classrooms during the subsequent weeks, and teachers reported the results in the course. The first subjects taught were computer applications, with not much enthusiasm being shown by teachers during the first weeks of the course. The lead team, attentive to the mood, urgently convened and changed the course pro-gram to bring the project-based-learning module forward in . http://www.karthividhyalaya.com/ A perceptible change in the atmosphere was noticed at the first meeting on project-based learning, and after a few training sessions, it became apparent that the issue caught the teachers’ imagination.It was decided to begin with a task suitable for 10th-gradestudents and also eventually to consolidate activities for higher grades. An appropriate pedagogical approach to project-based learning was formulated. Each of the participants in this teacher training was asked to choose a small project from a list and to implement it; teachers were also encouraged to offer projects of their own. The subject area was switching and digital says-tems focused on combination al logic, but also including some sequential elements such as flip-flops and counters. Examples of projects include a code converter, a 4-b adder/sub tractor, a control system for traffic lights, an electronic combinational lock,and an LED display for electronic dice. Teachers had the experience of implementing a project, debugging any malfunctions,and writing a brochure that summarized their activities and their feelings about what they learned during the process. The joy of accomplishment was palpable during training sessions.Two weeks after the start of project-based learning in the teacher training course, the teachers tried the same approach with their students in the classroom. Positive reports multiplied,with statements such as: “Students do not want to take a break”becoming commonplace. Teachers, encouraged by the change in their students’ behavior, volunteered to continue the activities even during their Passover holiday (a 17-day vacation scheduled in the fifth week of the project activity).