2024 ASEE Annual Conference & Exposition

Student-centered pedagogy requires that instructors engage deeply with student thinking, as opposed to didactically prescribing one correct problem-solving algorithm. In this work, we explore student understanding of friction forces in the context of static equilibrium in a mechanics class, a course with which students often struggle. To improve the learning experience of these students, we first had a large set of students (~200) explain their answers to a statics concept question. We then will use a think aloud protocol to study how students address a problem with multiple solution paths, and how they assess their own thinking. Specifically, we ask:
1. What patterns emerge in student approaches to the problem?
2. How do different student approaches interact with their assessment of their thinking?
Study participants are students in a combined statics and deformable bodies course that elect to participate and are currently taking or have completed introductory physics. They will be asked a question about friction and equilibrium affectionally referred to as “the box problem,” which asks what happens to friction force when a person holding a box at rest applies additional force to the sides of the box. The interview begins with a different mechanics practice problem to get the student comfortable with the interview process, followed by the question of interest. Students explain their line of thinking using a think aloud protocol, select their answer, and provide their confidence level in that answer. The interviewer asks follow-up questions based off their responses to better understand their thinking, and asks if their confidence level or answer has changed after follow-up questions. Responses will be recorded on an iPad using audio and screen capture recording and analyzed for common themes.
This experiment expands upon previous work using the same “box problem” by introducing a think aloud protocol to better understand the thinking of students in the answers they provide. Previous work found that students who attempt to solve the problem using common friction equations are more likely to answer incorrectly but are also more confident in their answers. The analysis of think aloud data identifies themes in other student problem-solving approaches, leading to recommendations for instructors to better engage with student thinking and prompt diverse solution paths.