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It is well-known that introductory physics students often have alternativeconceptions that are inconsistent with established physical principles andconcepts. Invoking alternative conceptions in quantitative problem-solvingprocess can derail the entire process. In order to help students solvequantitative problems involving strong alternative conceptions correctly,appropriate scaffolding support can be helpful. The goal of this study is toexamine how different scaffolding supports involving analogical problem solvinginfluence introductory physics students' performance on a target quantitativeproblem in a situation where many students' solution process is derailed due toalternative conceptions. Three different scaffolding supports were designed andimplemented in calculus-based and algebra-based introductory physics courses toevaluate the level of scaffolding needed to help students learn from ananalogical problem that is similar in the underlying principles but for whichthe problem solving process is not derailed by alternative conceptions. Wefound that for the quantitative problem involving strong alternativeconceptions, simply guiding students to work through the solution of theanalogical problem first was not enough to help most students discern thesimilarity between the two problems. However, if additional scaffoldingsupports that directly helped students examine and repair their knowledgeelements involving alternative conceptions were provided, students were morelikely to discern the underlying similarities between the problems and avoidgetting derailed by alternative conceptions when solving the targeted problem.We also found that some scaffolding supports were more effective in thecalculus-based course than in the algebra-based course. This finding emphasizesthe fact that appropriate scaffolding support must be determined via researchin order to be effective.

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