Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction
arXiv:1602.06390 · doi:10.1063/1.3680042
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.
arXiv admin note: text overlap with arXiv:1602.05697