written by Lili Cui, N. Sanjay Rebello, and Andrew G. Bennett

This research investigated students' transfer of learning from calculus courses to an introductory physics course. We used semi-structured think aloud interviews to assess the extent to which students transfer their calculus knowledge when solving problems in a physics course. Results indicate that students needed prompting and scaffolding to connect the calculus knowledge with the physics problem.

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Published February 14, 2006
Last Modified May 25, 2012

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