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Outcomes of a service teaching module on ODEs for physics students

Hyland, Diarmaid ORCID: 0000-0003-3787-5153, van Kampen, Paul and Nolan, Brien C. ORCID: 0000-0002-9356-6833 (2017) Outcomes of a service teaching module on ODEs for physics students. International Journal of Mathematical Education in Science andTechnology, 49 (5). pp. 743-758. ISSN 0020-739X

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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.

Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Conceptual understanding; instrumental understanding; service teaching; differential equations
Subjects:Social Sciences > Education
Mathematics
Mathematics > Differential equations
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Science and Health > School of Mathematical Sciences
Publisher:Taylor & Francis
Official URL:https://dx.doi.org/10.1080/0020739X.2017.1410736
Copyright Information:© 2017 Taylor & Francis (CC BY-NC)
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
Funders:National Forum for the Enhancement of Teaching and Learning in Higher Education in Ireland [grant number GOIPG/2014/1529].
ID Code:25835
Deposited On:12 May 2021 14:06 by Brien Nolan . Last Modified 20 Jan 2022 15:12

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