Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction
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.
Physics Education Research Conference 2011
Part of the PER Conference series Omaha, Nebraska: August 3-4, 2011 Volume 1413, Pages 251-254
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=11861">Lin, Shih-Yin, and Chandralekha Singh. "Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011.</a>
![]() S. Lin and C. Singh, , presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711).
![]() S. Lin and C. Singh, Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction, presented at the Physics Education Research Conference 2011, Omaha, Nebraska, 2011, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711>.
![]() Lin, S., & Singh, C. (2011, August 3-4). Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction. Paper presented at Physics Education Research Conference 2011, Omaha, Nebraska. Retrieved February 7, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711
![]() Lin, Shih-Yin, and Chandralekha Singh. "Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction." Paper presented at the Physics Education Research Conference 2011, Omaha, Nebraska, August 3-4, 2011. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711 (accessed 7 February 2025).
![]() Lin, Shih-Yin, and Chandralekha Singh. "Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction." Physics Education Research Conference 2011. Omaha, Nebraska: 2011. 251-254 Vol. 1413 of PER Conference. 7 Feb. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711>.
![]() @inproceedings{
Author = "Shih-Yin Lin and Chandralekha Singh",
Title = {Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction},
BookTitle = {Physics Education Research Conference 2011},
Pages = {251-254},
Address = {Omaha, Nebraska},
Series = {PER Conference},
Volume = {1413},
Month = {August 3-4},
Year = {2011}
}
![]() %A Shih-Yin Lin %A Chandralekha Singh %T Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction %S PER Conference %V 1413 %D August 3-4 2011 %P 251-254 %C Omaha, Nebraska %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711 %O Physics Education Research Conference 2011 %O August 3-4 %O application/pdf ![]() %0 Conference Proceedings %A Lin, Shih-Yin %A Singh, Chandralekha %D August 3-4 2011 %T Using Analogical Problem Solving with Different Scaffolding Supports to Learn about Friction %B Physics Education Research Conference 2011 %C Omaha, Nebraska %V 1413 %P 251-254 %S PER Conference %8 August 3-4 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11861&DocID=2711 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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