Effect of Misconception on Transfer in Problem Solving

TL;DR

This study investigates how misconceptions about friction hinder students' ability to transfer problem-solving skills across different contexts in physics, revealing that certain misconceptions are deeply ingrained and resistant to typical instructional methods.

Contribution

It provides empirical evidence on the persistence of friction misconceptions and their impact on transfer, highlighting the need for targeted instructional strategies.

Findings

Misconceptions about friction are often robust and resistant to transfer.

Pairing isomorphic problems does not always facilitate understanding when misconceptions are strong.

Friction misconceptions significantly impede students' problem transfer abilities.

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.