TY - GEN
T1 - Using analogical problem solving with different scaffolding supports to learn about friction
AU - Lin, Shih Yin
AU - Singh, Chandralekha
N1 - Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2012
Y1 - 2012
N2 - Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' ability to learn from analogical reasoning (with different scaffolding supports provided) between two problems that are similar in terms of the physics principle involved but one problem involves static friction, which often triggers the misleading notion. To help students process through the analogy deeply and contemplate whether the static frictional force was at its maximum value, students in different recitation classrooms received different scaffolding support. We discuss students' performance in different groups.
AB - Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' ability to learn from analogical reasoning (with different scaffolding supports provided) between two problems that are similar in terms of the physics principle involved but one problem involves static friction, which often triggers the misleading notion. To help students process through the analogy deeply and contemplate whether the static frictional force was at its maximum value, students in different recitation classrooms received different scaffolding support. We discuss students' performance in different groups.
UR - http://www.scopus.com/inward/record.url?scp=84863144510&partnerID=8YFLogxK
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U2 - 10.1063/1.3680042
DO - 10.1063/1.3680042
M3 - Conference contribution
AN - SCOPUS:84863144510
SN - 9780735409903
T3 - AIP Conference Proceedings
SP - 251
EP - 254
BT - 2011 Physics Education Research Conference
T2 - 2011 Physics Education Research Conference
Y2 - 3 August 2011 through 4 August 2011
ER -