The analogy I would use here is more in terms of pre-processing,
post-processing, or no processing.
Examples: Memorize the multiplication tables. Now multiply two six digit
numbers--that requires post-processing because the memorized facts must be
used in a non-regurgitation format.
Ohm's Law.
a) One can memorize I = V/R, V = RI, R = V/I no processing, and hope
that the quiz/test asks for simple regurgitation.
b) One can memorize I = V/R then derive the other two forms as needed
(post processing).
c) One can really learn that the Current is directly proportional to the
Voltage (and try to understand why) and inversely proportional to the
resistance (understanding the nature of resistance in an object). This is
pre-processing. One easily then can derive all the algebraic forms.
(a) and (b) can be easily forgotten--(c) should be reasonably imprinted.
Unfortunately, too much of our educational system gives students the
illusion of success through 'no processing' memorization. In science we
often accuse Biology of following this format although that is not intrinsic
to the subject and certainly Bio can be taught so that the 'no processing'
technique is worthless. We also can fall into the trap, especially with
lower level (HS and INTRO College) courses. We complain that students try
to memorize algorithms for solving problems. That in itself is not, IMO,
the problem, but rather it is when the students can't post-process their
memorized algorithms to properly conform to new problems.
In the end, we all need SOME data with which to feed our cognitive
processes. We need to know some facts--to have memorized some stuff
(vocabulary and spelling, although the latter is disappearing)--in order to
feed our higher thinking modes.
Rick
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Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, Indiana
rtarara@saintmarys.edu
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Free Physics Educational Software (Win & Mac)
NEW: Updated animations packages.
COMING: Spanish language versions.
www.saintmarys.edu/~rtarara/software.html
Energy 2100--class project
www.saintmarys.edu/~rtarara/ENERGY_PROJECT/ENERGY2100.htm
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