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

Shih-Yin Lin, Chandralekha Singh

Research output: Chapter in Book/Report/Conference proceedingConference 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 languageEnglish
Title of host publication2011 Physics Education Research Conference
Pages251-254
Number of pages4
DOIs
Publication statusPublished - 2012 Mar 1
Event2011 Physics Education Research Conference - Omaha, NE, United States
Duration: 2011 Aug 32011 Aug 4

Publication series

NameAIP Conference Proceedings
Volume1413
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2011 Physics Education Research Conference
CountryUnited States
CityOmaha, NE
Period11-08-0311-08-04

Fingerprint

problem solving
students
friction
static friction
actuators
physics

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

Cite this

Lin, S-Y., & Singh, C. (2012). Using analogical problem solving with different scaffolding supports to learn about friction. In 2011 Physics Education Research Conference (pp. 251-254). (AIP Conference Proceedings; Vol. 1413). https://doi.org/10.1063/1.3680042
Lin, Shih-Yin ; Singh, Chandralekha. / Using analogical problem solving with different scaffolding supports to learn about friction. 2011 Physics Education Research Conference. 2012. pp. 251-254 (AIP Conference Proceedings).
@inproceedings{762a197fe4094e5fa91ab6a4ea412ec5,
title = "Using analogical problem solving with different scaffolding supports to learn about friction",
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.",
author = "Shih-Yin Lin and Chandralekha Singh",
year = "2012",
month = "3",
day = "1",
doi = "10.1063/1.3680042",
language = "English",
isbn = "9780735409903",
series = "AIP Conference Proceedings",
pages = "251--254",
booktitle = "2011 Physics Education Research Conference",

}

Lin, S-Y & Singh, C 2012, Using analogical problem solving with different scaffolding supports to learn about friction. in 2011 Physics Education Research Conference. AIP Conference Proceedings, vol. 1413, pp. 251-254, 2011 Physics Education Research Conference, Omaha, NE, United States, 11-08-03. https://doi.org/10.1063/1.3680042

Using analogical problem solving with different scaffolding supports to learn about friction. / Lin, Shih-Yin; Singh, Chandralekha.

2011 Physics Education Research Conference. 2012. p. 251-254 (AIP Conference Proceedings; Vol. 1413).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Using analogical problem solving with different scaffolding supports to learn about friction

AU - Lin, Shih-Yin

AU - Singh, Chandralekha

PY - 2012/3/1

Y1 - 2012/3/1

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

UR - http://www.scopus.com/inward/citedby.url?scp=84863144510&partnerID=8YFLogxK

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

ER -

Lin S-Y, Singh C. Using analogical problem solving with different scaffolding supports to learn about friction. In 2011 Physics Education Research Conference. 2012. p. 251-254. (AIP Conference Proceedings). https://doi.org/10.1063/1.3680042