Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions

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 alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem-solving influence introductory physics students’ performance on a target quantitative problem in a situation where many students’ solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses involving 410 students to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles involved but for which the problem-solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, e.g., by guiding students to contemplate related issues and asking them to solve the targeted problem on their own first before learning from the analogical problem provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra-based course. This finding emphasizes the fact that appropriate scaffolding support which is commensurate with students’ prior knowledge and skills must be determined via research in order to be effective.

Figure 1

Friction problem used in the study.

Figure 2

Tension problem (the analogical problem).

Figure 3

An example of the different FBDs drawn for the tension problem (left) and the friction problem (right) by the same student. This student made two mistakes in the FBD for the frictional force: (i) An additional tension force was mistakenly included. (ii) The direction of the frictional force was incorrect.

Figure 4

An example of the different FBDs drawn for the tension problem (left) and the friction problem (right) by the same student. This student mistakenly included an additional force—the kinetic friction—in the FBD for the friction problem.

Figure 5

An example of the different FBDs drawn for the tension problem (left) and the friction problem (right) by the same student. This student mistakenly included an additional tension force in the FBD for the friction problem.

Figure 6

Student A’s FBD for the friction problem.

Figure 7

Student B’s FBD for the friction problem.