  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.
