Research Proposal:

Comparing Epistemic Cognition of Male and Female Students in

Learning Physics With and Without Formulas

A. Background

The rapid development of technology has resulted in a higher demand for more experts in the field
of science. However, people's interest in science, especially in physics keeps decreasing and
therefore there is a lack of experts in this field. There is a decline in interest to study science and a
lack of enthusiasm to take physics course in school or avoiding physics as a college major. The
decline in enrollment and graduation rates in physics at all levels has been the case in many coun-
tries not only in developed countries but also in developing countries (e.g. Buccheri, Grazia; Gr-
ber, Nadja Abt; Brhwiler, Christian 2011; Semela, Tesfaye 2010).

The declining interest to study physics, however, has no direct correlation to students attitude and
view on the importance of the subject. For instance, Indonesian students put more effort in doing
work than students in other countries do. Indonesian students also spend more time in doing
homework. Besides the extra effort they put in, Indonesian students also have a positive attitude
towards learning physics. Indonesia ranked first as the country with 82% of its students having the
most positive outlook about learning physics. Not only do students give their best in learning
physics, but teachers also spend more time preparing the materials to teach physics. However, the
learning outcome of Indonesia's grade 8th science ranked 35th out of 49 countries. The hard work
and positive view on the importance of studying physics, however, do not yield satisfactory learn-
ing outcomes and this frustrates students. This is indicated by the low survey results of students
self-esteem. Only 29% of Indonesian students stated that they are confident in learning physics.
This result is far below than the average result of all the countries in the world, which is 41% (Mar-
tin, Michael O; Mullis, Ina V.S; Foy, Pierre; TIMSS & PIRLS International Study Center 2008).

Another issue in the world of science is the discrepancy on the achievement and participation of
women and men in physics. The discrepancies are shown as early as the elementary level up to
the college level, where female students have higher performance than male students. Despite
this condition, female students are less interested to take physics course in high school. Women
are greatly underrepresented in more advanced degrees: 21% take a masters degree and 13%
take a doctoral degree in physics (Taasoobshirazi, Gita; Carr, Martha 2008).

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Several experts such as Taasoobshirazi, Gita; Carr, Martha (2008) make an approach to analyze
the gender differences. There are differences in strategy on how novice and experts solve prob-
lems. In solving problems, novice's strategies are relying on data so they start from what is given
and work towards it for a solution. This is because they do not have the knowledge needed to set
up and carry out a solution from start to finish. Experts, on the contrary, have a good understand-
ing of the complete problem solving process. Thus, they are more efficient in solving problems.

Many science instructions and assessments in the elementary, middle and high school classrooms
involve the memorization of scientific terms, facts and as well as inserting numerical from word
problems into the desired formulas (Kurki-Suonio, K 1984). Females tend to describe learning sci-
ence as memorizing facts (Kahle, Jane Butler; Lakes, Marsha K. 1983). This approach leads to
rote learning instead of meaningful learning like novices experience, which is why females are
able to perform as well as or even better than males in science classes at the middle school level
or below. Memorization will lead students to use formulas as the only method to solve problems.

Teachers have been using formulas as teaching aids which create students who are dependent on
memorizing formulas just to be able to answer questions. This habit of memorizing formulas has
become widely used not only by students, but also by teacher (Kurki-Suonio, K 1984). Formulas
are the easy way out to solve problems and this has become a legacy that is passed on to genera-
tions by teachers. Memorizing formulas is a quick remedy because students fail to understand the
epistemology that has built the physics concepts (Hammer, David; Elby, Andrew 2003). Although
mathematics is a branch of science, but mathematics and physics are compared as if they are two
different languages spoken in different dialects. Physicists tend to combine physics concepts and
mathematical symbols which ultimately complicate students.

An example of how students and teachers stray from the basic conceptual forms is the use of
Newton Law. The concept brought forward by Isaac Newton is the law of Momentum Conservation
which birthed Newtons second law: The change of motion [of a body] is proportional to the mo-
tive force impressed; and is made in the direction of the straight line in which that force is im-
pressed. Unfortunately, Newtons second law, which is very conceptual, is not taught conceptually
to students. When Newtons second law is approached mathematically, this formula appears F=m
X a, assuming there are no changes in the mass and no external forces applied. Instead of teach-
ing Newtons concepts, teachers and textbooks only present this formula F = m X a to students.
Students will only read the questions and change the variables to the numbers that are provided
without understanding the underlying concepts. Junior high school students are required to memo-

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rize numerous formulas, and for kinematics alone, they need to remember at least ten formulas.
This is causing students to find it difficult to learn physics. Not only do they need to understand
physics concepts, but they also need to interpret mathematical symbols.

The main purpose of learning is to promote retention and transfer. Retention is the ability to retain
information for a period of time, and transfer is the ability to apply what is learned to solve new
problems. When students retain what they have learned, they focus on what they did and remem-
ber in the past. An example of this is when they are expected to rewrite the Ohms Law formula.
When students transfer, they not only retain information, but are also able to apply it in a meaning-
ful way. This approach leads students to focus more on what is ahead of them. An example is
when students are asked to build an electrical circuit to maximize the pace of electrons or when
they apply the Ohms Law to explain a much more complicated electrical circuit. According to
Yokoyama (1984) the obstacle that students face is their inability to use their prior knowledge to
solve new problems and this is mainly because students are unaware of the cognitive process to
apply the knowledge they have to answer the questions given. Based on that understanding, May-
er (2002) stated that meaningful learning occurs when students are able to retain and transfer
knowledge, while in rote learning students are only able to retain it.

The ability to transfer knowledge is important in learning physics. Transferring knowledge is not
just being able to answer different questions about what is taught, but students should be able to
apply the knowledge to their everyday life. Experiments are designed for students to be able to
deal with tougher situations and this is when the transferring process occurs (Lobato, Joanne
2003). Retention process is crucial to meaningful learning and problem solving when knowledge is
applied to more complex and unfamiliar tasks. The ability to answer easily indicates understanding
of the basic physics concepts. Students ability to transfer is indicated by students ability to solve
problems.

Students difficulty to do knowledge transfer are well predicted and explained using the epistemo-
logical framework (Redish, Edward; Redish, E. F.; Vicentini, M. 2004). Lising and Elby (2005) used
the model to show a causal link between a students epistemological stance and their learning
outcomes. Furthermore, Bing and Redish (2009) examined the type of resources students use
when they get stuck, while Tuminaro and Redish (2007) showed how epistemological resources
can produce student behavioral patterns in the classroom.

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The epistemic resources term that we used in this proposal refer to the processes and tools stu-
dents use to decide they know something and to create knowledge. Individuals have a wide vari-
ety of resources for constructing knowledge. A small child may know what is for dinner because
Mommy told me (knowledge as propagated stuff). She may know her dolls name because I
made it up (knowledge as fabricated stuff). A student may know that a big car hitting a small car
exerts a bigger force on the small car than the small car exerts on the big one because the big
one is stronger (knowledge by p-prism) (Redish, E.F.; Vicentini, M.; Societ italiana di fisica
2004). Furthermore, epistemic resources should not be thought of as always available but that
they are likely to be activated in a context-dependent way. This suggests that we ought to focus on
functional rather than on declarative epistemology. An example of the fluidity of the activation of
epistemic resources is given by Hammer (2003) taht shows some students shifted the epistemis
resources that they had activated for solving the problem form by authority to sense making (Re-
dish, Edward; Redish, E. F.; Vicentini, M. 2004). The epistemic views which will observe in this re-
search are analysed according to the categories of epistemological resources suggested by
Hammer and Elby (2003) as seen in Table 1.
Table 1. The epistemological resources

Categories Epistemological resources

As propagated stuff
Nature and source of knowledge As free creation
As fabricated stuff
Accumulation
Formation
Epistemological activities Checking
Comparing
Sorting
Stories
Rule systems
Epistemological forms Categories
Lists
Statements
Believing
Doubting
Epistemological stances Puzzlement
Understanding
Acceptance

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Meaningful learning only happens if students learn how to solve physics problem like en experts
that work forward from a set of equations generated from the information provided in the problem,
concluding the solution sequence with the goal of the problem. But the majority of students and
teacher solve physics problem using a novice aproach which is working backward. If the equation
contains additional unknown variables that are not provided in the statement of the problems, the
novice creates additional equations, aiming to solve for those unknown variables. This process is
repeated until all variables are known or can be solved. This process not based on the under-
standing of physics principles and laws so all the calculation produce not meaningfull eventough
they got the expected results (Taasoobshirazi, Gita; Carr, Martha 2008).

Since, students process to understand and construct the knowledge will affect students learning,
Its important to find out students personal epistemology and its development so we can find the
way to improve the instrcutions. Among personal epistemological tradition, in this research the
writer will view a personal epistemology as a repertoire of beliefs, ideas or resources that are used
according to context (Hammer, David; Elby, Andrew 2003).

An epistemological resource is a cognitive modelling element. It represents a tightly bundled

packet of information that, when activated by the mind, leads the individual to interpret the knowl-
edge at hand in a certain light. But an epistemological resource is a control structure, not a con-
cept; epistemological resources affect how students perceive the nature of the situation under cur-
rent consideration and they control what conceptual resources are brought to bear (Bing, Thomas
J.; Redish, Edward F. 2009).

Several studies indicate that an advanced epistemology will produce more productive learners.
Lising and Elby (2005) showed that there was a causal link between a students epistemological
stance and learning. All support the idea that if we address issues related to beliefs concerning the
structure of knowledge and the processes that aid in the attainment of knowledge, our students
will be better equipped to tackle the real world problems of efficiently using the knowledge they
have and independently constructing new knowledge.

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B. Objective

The teaching of Physics without formulas is effective to help students obtain higher average gain
scores in their learning outcomes, and it also helps them to acquire the competence to transfer
learning to real life situation than the traditional Physics instruction with many formulas (Lokan,
Syaiful; Markus, I Made 2012).
This research, want to find out and compare students epistemic cognition in studying physics with
and without formulas and find out its different in male and female students. By knowing students
epistemic cognition according to its gender, we can contribute to physics instruction so meaningful
learning happened in the classroom.

C. Methodology

A qualitative design was selected to conduct a comparative case study of male and female junior
high school students in learning physics with and without formulas. According to Cresswell (2003),
the qualitative research method gains information based on the constructivism perspective which
then the data will be arranged according to the themes. The participative method includes the re-
searcher and the subject to be involved in the planning and researching and this means both par-
ties benefit from the research (Jarg Bergold & Stefan Thomas 2012). Case study appropriate in
this research, since case study is inherently superior to other alternatives such as surveys when
data to be collected is not only verbal or textual (Bailey, K.D. 1994).

The comparative case study focuses on students epistemic resources, the epistemic stances shift
difference between male and female students during learning physics with and without formulas.
Teachers in the experimental class (learning physics without formulas) will be provided with script-
ed lessons after they are given training about the benefits of teaching physics without formulas.
There are several lessons to be delivered. Both the experimental class and control class (learning
physics with formulas) are observed. Some students are interviewed to inquire their epistemic
stances and form when solving the problems. Cresswell (2007) stated that the qualitative method
allows researchers to add new literature inquiry. This is expected from the research to give a
chance for the data to conceptualize a new theory. According to Creswell (2007) and Strauss-
Corbin (1998), the steps to collect and process data qualitatively are as follows:
1. Observe the experimental class and control class.
2. Interview some students from both classes.
3. Analyze the observation results.
4. Group the information into categories.
5. Make a conclusion
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Tentative plan for data collection:
It is envisaged that the data collection process will proceed following an emergent framework, dur-
ing a time period of twelve weeks (three months) per case setting, for a total of six months for two
cases (experimental and control).

1. Initial naturalistic observations in each case setting (tentatively weeks 1-3) will focus on finding
a feel for the school culture, classroom dynamics, and interactions. The aims of the initial ob-
servations are: to allow participants to feel comfortable in the presence of reseacher, thereby
minimising the effects of the observers paradox, to participate in the culture of the school and
establish collaborative relationships. After several observations, choose several teachers and
train how to deliver physics lesson without formulas. Provide with scripted lesson and ask the
teacher for a roleplay.
2. Second round of observations (tentatively weeks 3-7) will focus on episodes of interaction
around documentation of both classes (experimental and control). The aim of the second
round of observations is to develop understanding about processes of class interaction in each
case.
3. Students solve some physics problem and Interviews with some students in each class (tenta-
tively weeks 8-10) will focus on questions relating to the objective of the study and on emerg-
ing questions related to issues of particular interest in each class environment (not predicable
at this stage). Students will answer several physics problems and students are expected to do
a think-aloud protocol. Context-specific questions will have emerged from the second round of
observations, and are expected to further develop in the collaborative and the collegial context
of the interviews.
4. Final round of observations (tentatively weeks 10-12) will focus on issues of interest that have
emerged from the interviews. Issues to focus on will be selected according to the responses of
each class to interview questions, taking account of their context-specific questions, how has
students epistemic cognition developed during course, what is the evidence that students be-
come more advanced in their epistemic thinking. Interpretation and analysis of responses are
expected to reveal issues from the perspective of participants that may not have been trans-
parent to me. Accordingly, the final round of observations is designed to allow for the opportu-
nity of investigating these context-specific issues, in order to further give voice to participants
and illuminate their meanings and interpretations.

Audio-recordings, photographs, and examples of documentation will be collected throughout the

process.

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Physics without formulas in Kinematics:
Teachers from experimental class are trained to deliver the instruction by not using formulas and
using simple number. One of the common problems in kinematics is two objects toward one an-
other and students are expected to find the time and location of the collision.

Example: Car 1 and car 2 are 10,000 m apart pointing toward one another. If Car 1 travels at 30
m/s and Car 2 travels at 45 m/s, where will the cars meet relative to Car 1?
My offer to solve both questions are using units concept definition like this:
30 m/s of Car 1 means: Car 1 travel 30 m in 1 s,
45 m/s of Car 2 means: Car 2 travel 45 m in 1 s,
Since, they are toward one another,
Each 1 s, they are closer 30+45= 75 m,
To cover 10,000 m requires 10,000/75 s,
So,
Car 1 travel 30 m/s X 10,000/75 s = 4,000 m
Car 2 travel 45 X 10,000/75 = 6,000 m

By avoiding formulas and using the units definition, it is easier for students to understand the epis-
temology that has built the linear motions concept.
Beside Kinematics, the use of formulas also appears commonly in several topics such as:
Optic, when students need to find the size and the position of the image. Also, when students us-
ing ohms law to solve the circuit problem.

D. Research Questions and Hyphotheses

This research tries to answer these questions:

1. What kinds of epistemic resources do male and female junior high school physics students
bring into their physics class?
2. What is the shift difference between local-temporal epistemic stances during learning physics
with and without formulas?
3. How has students epistemic cognition developed during course? What is the evidence that
students become more advanced in their epistemic thinking?

The writer hypothesizes that students will show more complex epistemic resources for male and
female students that learn physics with formulas and this will result in more students especially
female students taking up physics as a course.
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E. Significance

The benefits of this project are the following:

1. This study contributes to the research and theory in personal epistomology.
2. The constant decline of interest in physics course and the gender disparity issue where female
are considered a minority in this particular course in U.S. and many countries will create a set
back in the development of technology. Through understanding the epistemology process of
student's after learning physics without formulas, a reformation can be applied to learning that
supports gender equality and students' interest in physics.
3. Mapping out the effects of learning physics without formulas and applying them to different sit-
uations will overcome the scarcity of experts and teachers in physics.
4. The education system in Indonesia has a significant gap to the rest of the world. This is be-
cause instruction practice only focus on rote learning and not consider students epistomology
cognition. By understanding students' epistemology then we can change the instructions.

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