  Prior research suggests that many students believe that the magnitude of the
static frictional force is always equal to its maximum value. Here, we examine
introductory students' ability to learn from analogical reasoning (with
different scaffolding supports provided) between two problems that are similar
in terms of the physics principle involved but one problem involves static
friction, which often triggers the misleading notion. To help students process
through the analogy deeply and contemplate whether the static frictional force
was at its maximum value, students in different recitation classrooms received
different scaffolding support. We discuss students' performance in different
groups.
