Deep vs rote learning of physics in Higher Education

The idealistic aim of teachers in Higher Education institutions is for all graduates to develop a deep understanding of their subject and skill-sets, and yet the modular structure and emphasis on equation-based assessments mean physics students are (unintentionally) encouraged to only learn what is necessary to pass the exam.

A PhD student working on this longitudinal project will first examine the types of learning styles within physics courses at higher education institutions and to assess their effectiveness in learning both skills and core knowledge. In subsequent work they will develop interventions to improve the different learning styles and measure the impact their designed interventions have made. The student will be expected to work with collaborators in different departments with the University of Sheffield and from different institutions within the UK.