期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2011
卷号：7
期号：2
页码：1-8
DOI：10.1103/PhysRevSTPER.7.020103
出版社：American Physical Society
摘要：Our previous research showed that students’ mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investigate how students can be helped to improve their present models of microscopic friction. Teaching interviews were conducted to study the dynamics of their model construction as they interacted with the interviewer, the scaffolding activities, and/or with each other. In this paper, we present the different scaffolding activities and the variation in the ideas that students generated as they did the hands-on and minds-on scaffolding activities. Results imply that through a series of carefully designed scaffolding activities, it is possible to facilitate the refinement of students’ ideas of microscopic friction.
