On mnemonic instruction and the SHIELDS acronym in the pedagogy of first-order differential equations

In this work we critically examine a mnemonic designed for the pedagogy of first-order ordinary differential equations. The particular mnemonic takes the form of the SHIELDS acronym. We perform a critical analysis on mnemonics, outlining some of their benefits and limitations from the literature. As a result, we propose a general mnemonic model that has the potential to move mnemonics from being viewed as a trick where learners parrot back information they do not understand towards a deeper, more conscious experience where learners are fostered to think beyond the mnemonic. The SHIELDS acronym is designed for learners and teachers to encode, store and recall the different types of first-order differential equations. We critically compare SHIELDS against our proposed mnemonic model. We see that the SHIELDS acronym is not a panacea that will magically solve differential equations. Rather it is designed to act as a trigger for students to initially classify the equations — with the onus on the student — to then solve these equations via appropriate mathematical techniques. To further engage in the debate on SHIELDS as a pedagogical tool, we shared the acronym with two types of audiences: those within the traditional university classroom through face-to-face lectures and a more global and diverse assemblage who accessed a short digital video online that was openly available. We examined their perspectives, reactions and comments associated with SHIELDS. After triangulation of data, we discovered that the vast majority of feedback received was positive. Feedback themes included perceptions of SHIELDS as a tool to counter anxiety and boost engagement and levels of interest, suggestions for SHIELDS to act as an instrument of the student within examinations, the efficacy of SHIELDS as a mnemonic and identifying the boundaries of SHIELDS.