Do Students Trust in Mathematics or Intuition during Physics Problem Solving? An Epistemic Game Perspective

Abstract

This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil test was administered to 83 freshmen students. In paper-pencil test students were asked to calculate accelerations of four vehicles with different masses doing a drag race and to indicate which vehicle would win the race. Analyses revealed two themes: (1) -Math does not lie!‖ (for 43% of students) and (2) -Intuition does not mislead!‖ (for 57% of students). Interview analysis revealed that students' trust in mathematics calculation stems from the convincing and realistic nature of calculations and the misleading nature of intuitive knowledge. It was found that students' trust in intuitive knowledge stems from their intuitive expectations. The findings also revealed a significant association between students' trust in mathematics calculation and their achievement in the general physics course.

Saskatchewan Physics Teachers’ Epistemic Beliefs: A Glimpse Into an Under Examined Area of Teachers’ Professional Education

“…Educational literature has investigated students' epistemic beliefs about physics knowledge (e.g., Hammer, 1994;Muis, 2008;Yavuz, 2014), yet, there is a lack of literature investigating teachers' epistemic beliefs about physics knowledge. As teachers are intimately tied to the learning process, and " [epistemic] beliefs are critical to the learning process" (Schommer, 1994b, p. 315), epistemic beliefs should be of importance to any educator.…”

“…Hammer (1994) described content in physics as either formula centered-stemming from facts, formulae, and procedures-or made of concepts based on intuition and logic. This portrayal of epistemic beliefs about content in physics places formulae on one end of a knowing continuum and conceptual physics and employing intuition based on physical understandings, at the other (Yavuz, 2014). The discipline of physics typically blends both intuitive physics with mathematics, yet epistemic beliefs about the content of physics knowledge may be oriented towards mathematics and formulae or toward conceptual, qualitative understandings of physics.…”