Using analogical problem solving with different scaffolding supports to learn about friction

Shih Yin Lin; Chandralekha Singh

doi:10.1063/1.3680042

Using analogical problem solving with different scaffolding supports to learn about friction

Shih Yin Lin, Chandralekha Singh

Department of Physics

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

Abstract

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.

Original language	English
Title of host publication	2011 Physics Education Research Conference
Pages	251-254
Number of pages	4
DOIs	https://doi.org/10.1063/1.3680042
Publication status	Published - 2012 Mar 1
Event	2011 Physics Education Research Conference - Omaha, NE, United States Duration: 2011 Aug 3 → 2011 Aug 4

Publication series

Name	AIP Conference Proceedings
Volume	1413
ISSN (Print)	0094-243X
ISSN (Electronic)	1551-7616

Other

Other	2011 Physics Education Research Conference
Country	United States
City	Omaha, NE
Period	11-08-03 → 11-08-04

All Science Journal Classification (ASJC) codes

Physics and Astronomy(all)

Access to Document

10.1063/1.3680042

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