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In this companion paper, we explore the use of isomorphic problem pairs(IPPs) to assess introductory physics students' ability to solve andsuccessfully transfer problem-solving knowledge from one context to another inmechanics. We call the paired problems "isomorphic" because they require thesame physics principle to solve them. We analyze written responses andindividual discussions to a range of isomorphic problems. We examine potentialfactors that may help or hinder transfer of problem-solving skills from oneproblem in a pair to the other. For some paired isomorphic problems, onecontext often turned out to be easier for students in that it was more oftencorrectly solved than the other. When quantitative and conceptual questionswere paired and given back to back, students who answered both questions in theIPP often performed better on the conceptual questions than those who answeredthe corresponding conceptual questions only. Although students often tookadvantage of the quantitative counterpart to answer a conceptual question of anIPP correctly, when only given the conceptual question, students seldom triedto convert it into a quantitative question, solve it and then reason about thesolution conceptually. Misconceptions associated with friction in some problemswere so robust that pairing them with isomorphic problems not involvingfriction did not help students discern their underlying similarities.Alternatively, from the knowledge in pieces perspective, the activation of theknowledge resource related to friction was so strongly and automaticallytriggered by the context, which is outside the conscious control of thestudent, that students did not look for analogies with paired problems or otheraids that may be present.

physical review special topics. physics education research

Assessing Student Expertise in Introductory Physics with Isomorphic  Problems, Part II: Effect of Some Potential Factors on Problem Solving and  Transfer