### Abstract

Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in translating between mathematical and graphical representations for a problem in electrostatics and the effect of increasing levels of scaffolding on students' representational consistency. Students in calculus-based introductory physics were given a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution in which they were asked to write a mathematical expression for the electric field in various regions and then plot the electric field. In study 1, we found that students had great difficulty in plotting the electric field as a function of the distance from the center of the sphere consistent with the mathematical expressions in various regions, and interviews with students suggested possible reasons which may account for this difficulty. Therefore, in study 2, we designed two scaffolding interventions with levels of support which built on each other (i.e., the second scaffolding level built on the first) in order to help students plot their expressions consistently and compared the performance of students provided with scaffolding with a comparison group which was not given any scaffolding support. Analysis of student performance with different levels of scaffolding reveals that scaffolding from an expert perspective beyond a certain level may sometimes hinder student performance and students may not even discern the relevance of the additional support. We provide possible interpretations for these findings based on in-depth, think-aloud student interviews.

Original language | English |
---|---|

Article number | 020103 |

Journal | Physical Review Physics Education Research |

Volume | 13 |

Issue number | 2 |

DOIs | |

Publication status | Published - 2017 Aug 2 |

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### All Science Journal Classification (ASJC) codes

- Education
- Physics and Astronomy(all)

### Cite this

}

**Challenges in designing appropriate scaffolding to improve students' representational consistency : The case of a Gauss's law problem.** / Maries, Alexandru; Lin, Shih Yin; Singh, Chandralekha.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Challenges in designing appropriate scaffolding to improve students' representational consistency

T2 - The case of a Gauss's law problem

AU - Maries, Alexandru

AU - Lin, Shih Yin

AU - Singh, Chandralekha

PY - 2017/8/2

Y1 - 2017/8/2

N2 - Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in translating between mathematical and graphical representations for a problem in electrostatics and the effect of increasing levels of scaffolding on students' representational consistency. Students in calculus-based introductory physics were given a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution in which they were asked to write a mathematical expression for the electric field in various regions and then plot the electric field. In study 1, we found that students had great difficulty in plotting the electric field as a function of the distance from the center of the sphere consistent with the mathematical expressions in various regions, and interviews with students suggested possible reasons which may account for this difficulty. Therefore, in study 2, we designed two scaffolding interventions with levels of support which built on each other (i.e., the second scaffolding level built on the first) in order to help students plot their expressions consistently and compared the performance of students provided with scaffolding with a comparison group which was not given any scaffolding support. Analysis of student performance with different levels of scaffolding reveals that scaffolding from an expert perspective beyond a certain level may sometimes hinder student performance and students may not even discern the relevance of the additional support. We provide possible interpretations for these findings based on in-depth, think-aloud student interviews.

AB - Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in translating between mathematical and graphical representations for a problem in electrostatics and the effect of increasing levels of scaffolding on students' representational consistency. Students in calculus-based introductory physics were given a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution in which they were asked to write a mathematical expression for the electric field in various regions and then plot the electric field. In study 1, we found that students had great difficulty in plotting the electric field as a function of the distance from the center of the sphere consistent with the mathematical expressions in various regions, and interviews with students suggested possible reasons which may account for this difficulty. Therefore, in study 2, we designed two scaffolding interventions with levels of support which built on each other (i.e., the second scaffolding level built on the first) in order to help students plot their expressions consistently and compared the performance of students provided with scaffolding with a comparison group which was not given any scaffolding support. Analysis of student performance with different levels of scaffolding reveals that scaffolding from an expert perspective beyond a certain level may sometimes hinder student performance and students may not even discern the relevance of the additional support. We provide possible interpretations for these findings based on in-depth, think-aloud student interviews.

UR - http://www.scopus.com/inward/record.url?scp=85030316197&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85030316197&partnerID=8YFLogxK

U2 - 10.1103/PhysRevPhysEducRes.13.020103

DO - 10.1103/PhysRevPhysEducRes.13.020103

M3 - Article

AN - SCOPUS:85030316197

VL - 13

JO - Physical Review Physics Education Research

JF - Physical Review Physics Education Research

SN - 2469-9896

IS - 2

M1 - 020103

ER -