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Challenges in Designing Appropriate Scaffolding to Improve Students' Representational Consistency: The Case of a Gauss's Law Problem
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Maries, Alexandru; Lin, Shih-Yin; Singh, Chandralekha – Physical Review Physics Education Research, 2017
Prior research suggests that introductory physics students have difficulty with graphing and interpreting graphs. Here, we discuss an investigation of student difficulties in translating between mathematical and graphical representations for a problem in electrostatics and the effect of increasing levels of scaffolding on students'…
Descriptors: Physics, Introductory Courses, Science Instruction, Problem Solving
Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions
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Lin, Shih-Yin; Singh, Chandralekha – Physical Review Special Topics - Physics Education Research, 2015
It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong…
Descriptors: Scaffolding (Teaching Technique), Introductory Courses, Physics, Problem Solving
Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-Step Problem to a Three-Step Problem
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Lin, Shih-Yin; Singh, Chandralekha – Physical Review Special Topics - Physics Education Research, 2013
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation…
Descriptors: Physics, Science Instruction, Problem Solving, Scaffolding (Teaching Technique)
Using Isomorphic Problems to Learn Introductory Physics
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Lin, Shih-Yin; Singh, Chandralekha – Physical Review Special Topics - Physics Education Research, 2011
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the…
Descriptors: Protocol Analysis, Physics, Logical Thinking, Calculus