Just How Deterring Are Formulas?

Alexander Strahl; Rainer Müller; Susan Hagendorf; Julian Grobe

doi:10.14712/18047106.750

Vol. 8 (2017): Keynotes and selected papers from the International Conference on Physics Education, ICPE-EPEC 2013 (Special Issue) Selected papers

Just How Deterring Are Formulas?

Alexander Strahl, ¹ Rainer Müller, ¹ Susan Hagendorf, ¹ Julian Grobe, ¹

TU Braunschweig

DOI: https://doi.org/10.14712/18047106.750

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Strahl, A., Müller, R., Hagendorf, S., & Grobe, J. (2017). Just How Deterring Are Formulas? Scientia in Educatione, 8. https://doi.org/10.14712/18047106.750

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Abstract

Formulas are an effective means for communication in physics. Most teachers would agree, however, that novices tend to be deterred by formulas. Up to now, this common belief has never been substantiated by quantitative research. Here we report on an attempt to identify and quantify the variables that govern the appraisal of physical formulas. In an empirical study, 684 secondary school and university students were asked to indicate for 38 formulas to which extent they perceive the formula as deterring. The result is surprisingly simple. We are able to model the responses with only a single variable: the length of the formula. An explicit model equation (saturating exponential) to fit the data can be given.

References

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[1] Chase, W. G. & Simon, H.A. (1973). The mind’s eye in chess. In Chase, W. G. (Ed.), Search in Google Scholar

[2] Visual information processing. New York: Academic Press. Search in Google Scholar

[3] Dee-Lucas, D. & Larkin, J. H. (1988). Novice rules for assessing importance in scientific Search in Google Scholar

[4] texts. Journal of Memory and Language, 27(3), 288–308. Search in Google Scholar

[5] Dee-Lucas, D. & Larkin, J. H. (1991). Equations in Scientific Proofs: Effects on Search in Google Scholar

[6] comprehension. American Educational Research Journal, 28(3), 661–682. Search in Google Scholar

[7] Hawking, S. A. (1988). Brief history of time. New York: Bantam Dell. Search in Google Scholar

[8] Larkin, J.H., McDermott, J., Simon, D. P. & Simon, H. A. (1980). Models of competence Search in Google Scholar

[9] in solving physics problems. Cognitive Science, 4(4), 317–345. Search in Google Scholar

[10] Larkin, J.H. (1983). The role of problem representations in physics. In Gentner, D. Search in Google Scholar

[11] & Stevens, A. L. (Eds.), Mental models (75–98). Hillsdale: Erlbaum. Search in Google Scholar

[12] Müller, R. & Heise, E. (2006). Formeln in physikalischen Texten: Einstellung und Search in Google Scholar

[13] Textverständnis von Schülerinnen und Schülern. PhyDid, 2(5), 62–70. Search in Google Scholar

[14] Strahl, A., Grobe, J. & M¨uller, R. (2010). Was schreckt bei Formeln ab? — Search in Google Scholar

[15] Untersuchung zur Darstellung von Formeln. In PhyDid B. Search in Google Scholar

[16] Strahl, A., Mohr, M., Schleusner, U. & Müller, R. (2009). Beurteilung von Formeln Search in Google Scholar

[17] durch Schüler – eine Fragebogen-Untersuchung. In D. Höttecke (Ed.), Chemie- und Search in Google Scholar

[18] Physikdidaktik für die Lehramtsausbildung. Gesellschaft für Didaktik der Chemie und Search in Google Scholar

[19] Physik. Jahrestagung in Schwäbisch Gmünd 2008. Münster: Lit-Verlag. Search in Google Scholar

[20] Strahl, A., Mohr, M., Schleusner, U., Krecker, M. & Müller, R. (2010). Akzeptanz von Search in Google Scholar

[21] Formeln — Vergleich zweier Erhebungen. In PhyDid B. Search in Google Scholar

Scientia in educatione

Just How Deterring Are Formulas?

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