Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions

TL;DR

This study investigates how different scaffolding strategies involving analogical problem solving can help introductory physics students overcome strong alternative conceptions and improve their ability to solve related quantitative problems.

Contribution

It introduces and evaluates specific scaffolding supports that assist students in recognizing problem similarities and repairing misconceptions, highlighting the importance of tailored scaffolding.

Findings

Additional scaffolding helps students identify problem similarities.

Scaffolding effectiveness varies between calculus-based and algebra-based courses.

Guiding students through analogical problems alone is insufficient.

Abstract

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 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 to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles 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, 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 must be determined via research in order to be effective.