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Effect of Misconception on Transfer in Problem Solving

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.

preprint2016arXivOpen access
Chandralekha Singh
physics.ed-ph
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Open access1 author1 topic
Imported metadata coverageMissing code, dataset, citation and institution fields are tracked without dominating the paper.Details
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Chandralekha Singh

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