Effect of Misconception on Transfer in Problem Solving

2016/02/24 by Chandralekha Singh
Physics and Astronomy · #physics.ed-ph

paper · pdf · doi:10.1063/1.2820931

published as Proceedings of the Physics Education Research Conference, Syracuse, NY, AIP, AIP Conference Proceedings, Melville New York 951, 196-199, (2007) · 4 pages, PACS: 01.40Fk,01.40.gb,01.40G-,1.30.Rr, Keywords: physics education research, transfer of learning, analogy, isomorphic problems, pedagogy, teaching. arXiv admin note: substantial text overlap with arXiv:1602.07678

arxiv created 2016/02/24 · arxiv updated 2016/02/26

Abstract

We examine the effect of misconceptions about friction on students' ability to solve problems and transfer from one context to another. We analyze written responses to paired isomorphic problems given to introductory physics students and discussions with a subset of students. Misconceptions associated with friction in problems were sometimes so robust that pairing them with isomorphic problems not involving friction did not help students fully discern their underlying similarities.

Citations

• Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer