Transfer of learning in a mathematical methods in physics course for undergraduate students of physics

Abstract

This study examined the effect of transfer of learning on undergraduate students of physics education. Because mathematical methods are valuable for presenting and solving physics problems, students of physics must learn to use their knowledge of mathematics in a physical context rather than struggling with complicated mathematical problems. This study sought to determine whether or not practice with physics problems by a physics instructor for the course could help the undergraduate students transfer their mathematics knowledge to a physics context. To do this, the experimental and control groups of physics education students were provided with an exam sheet and interviewed about difficulties after passing the course taught by either a physics or mathematics instructor. After completion of the course, the student responses to the exam and interviews were analyzed qualitatively. It was concluded that simply learning mathematics by the control group suppressed their initiative and caused them to resist completing the physics problems. The experimental group felt capable of attempting this kind of problem, but lacked additional factors that prevented them from producing complete solutions.