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

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

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