Memorization: Friend or Foe when Solving Problems in STEM Undergraduate Courses

Abstract

Problem-solving skill development is an important aspect of student learning in science, technology, engineering, and mathematics (STEM) academic environments, but when solving problems, undergraduate students can choose learning approaches that may either hinder or develop their problem-solving skills. For example, memorization can be used as a learning approach to recall knowledge with or without the intention of understanding course content. Given the diverse roles of memorization in learning, the objective of this study is to investigate student perceptions of the use and importance of memorization when solving problems in STEM undergraduate courses. Focus groups were conducted with students from two Canadian institutions with participation from students enrolled in biology, chemistry, computer science, and engineering majors. The results indicate that students find memorization valuable in their course contexts and identify the importance of transitioning memorized knowledge to understanding of subject material. Students need time to access and apply knowledge when solving problems and therefore, instructors should design assessments to alleviate time pressures. Instructors should also explain to students when use of memorization is appropriate and which learning approaches will help students develop their problem-solving skills.