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 | |
| 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 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
Cite this
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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 proceeding › Conference 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
SN - 9780735409903
T3 - AIP Conference Proceedings
SP - 251
EP - 254
BT - 2011 Physics Education Research Conference
ER -