Outcomes of a service teaching module on ODEs for physics students. Issue 5 (4th July 2018)

• Record Type: Journal Article
• Authors: Hyland, Diarmaid; van Kampen, Paul; Nolan, Brien C.
• Is Part Of: International journal of mathematical education in science and technology. Volume 49:Issue 5(2018)
• Page Start: 743
• Page End: 758
• Publication Date: 2018-07-04
• Subjects: Conceptual understanding -- instrumental understanding -- service teaching -- differential equations; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2017.1410736
• Languages: English
• ISSNs: 0020-739X

Abstract

ABSTRACT: This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students' mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project.