A fundamental issue in science pedagogy is over whether or not students should be given equations on exams. Every exam, my professors gave me every equation I’d ever need. They emphasized the importance understanding the material rather than memorizing equations anyone can look up in a book. This is a reason why I chose the path of chemistry over biology; memorization seems pointless.
In grad school, I TA’d for several undergraduate-level professors, many of whom didn’t provide equations on exams. I struggled to respect these instructors, in part, because I found their teaching methods to be quite “passive” (I can’t think of a more polite-sounding term). Not providing equations seemed to be a bit more icing on the lackadaisical cake.
Although I haven’t seen much scholarly analysis on this topic, in the conversations that I’ve had with other faculty members, there’s a fairly even split on the issue. Demonstrating application of course content seems much more prudent than being able to regurgitate esoteric facts. On the other hand, many undergraduate science majors will inevitably take exams for admission into graduate/professional school. Many of these exams do not allow calculators let alone provide routine equations. Knowing your equations could be the difference between admission into and rejection from grad school, med school, pharmacy school, etc. In other words, undergraduate exams are (in a sense) practice for the real deal.
As a professor, I’m torn on the issue.
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