Dimensional analysis is a problem-solving method based on the principles of cognitive theory. Bruner (1960) theorized that learning is dependent on how information is structured, organized, and conceptualized. He proposed a cognitive learning model that emphasized the acquisition, organization (structure), understanding, and transfer of knowledge—focusing on “how” to learn, rather than “what” to learn. Learning involves associations established according to the principles of continuity and repetition.
Dimensional analysis (also called factor-label method, conversion-factor method, units analysis, and quantity calculus) provides a systematic way to set up problems and helps to organize and evaluate data. Hein (1983) emphasized that dimensional analysis gives a clear understanding of the principles of the problem-solving method that correlates with the ability to verbalize what steps are taken leading to critical thinking. He described dimensional analysis as a useful method for solving a variety of chemistry, physics, mathematics, and daily life problems. He identified that dimensional analysis is often the problem-solving method of choice because it provides a straightforward way to set up problems, gives a clear understanding of the principles of the problem, helps the learner to organize and evaluate data, and assists in identifying errors if the setup of the problem is incorrect.
Goodstein (1983) described dimensional analysis as a problem-solving method that is very simple to understand, reduces errors, and requires less conceptual reasoning power to understand than does the ratio–proportion method. She expressed that “even though the ratio–proportion method was at one time the primary problem-solving method, it has been largely replaced by a dimensional analysis approach in most introductory chemistry textbooks … this method condenses multi-step problems into one orderly extended solution.”
Peters (1986) identified dimensional analysis as a method used for solving not only chemistry problems but also a variety of other mathematical problems that require conversions. He defined dimensional analysis as a method that can be used whenever two quantities are directly proportional to each other and one quantity must be converted to the other using a conversion factor or conversion relationship.
Literature that has examined the quality of higher education and professional education in the United States (National Institute of Education, 1984) recommends that educators increase the emphasis of the intellectual skills of problem solving and critical thinking. Also recommended is an increased emphasis on the mastery of concepts rather than specific facts. Other literature on curriculum revolution in nursing (Bevis, 1988; Lindeman, 1989; Tanner, 1988) recommends that learning not be characterized merely as a change in behavior or the acquisition of facts, but in seeing and understanding the significance of the whole. Because it focuses on “how” to learn, rather than “what” to learn, dimensional analysis supports conceptual mastery and higher-level thinking skills that have become the core of the curriculum change that is sweeping through all levels of education and, most importantly, nursing education.
BIBLIOGRAPHY
Bevis, E. (1988). New directions for a new age. In National League for Nursing, Curriculum revolution: Mandate for change (pp. 27–52). New York: National League for Nursing (Pub. No. 15–2224).
Bruner, J. (1960). The process of education. New York: Random House.
Craig, G. (1995). The effects of dimensional analysis on the medication dosage calculation abilities of nursing students. Nurse Educator, 20(3), 14–18.
Craig, G. P. (1997). The effectiveness of dimensional analysis as a problem-solving method for medication calculations from the nursing student perspective. Unpublished doctoral dissertation, Drake University, Des Moines, IA.
Goodstein, M. (1983). Reflections upon mathematics in the introductory chemistry course. Journal of Chemical Education, 60(8), 665–667.
Hein, M. (1983). Foundations of chemistry (4th ed.). Encino, CA: Dickenson Publishing Company.
Lindeman, C. (1989). Curriculum revolution: Reconceptualizing clinical nursing education. Nursing and Health Care, 10(1), 23–28.
National Institute of Education. (1984). Involvement in learning: Realizing the potential of American higher education. Washington, DC: National Institute of Education.
Peters, E. (1986). Introduction to chemical principles (4th ed.). Saratoga, CA: Saunders College Publishing.
Tanner, C. (1988). Curriculum revolution: The practice mandate. Nursing and Health Care, 9(8), 426–430.