- Conference date: 10-11 August 2005
- Location: Salt Lake City, Utah (USA)
This research investigated students’ transfer of learning from calculus courses to an introductory physics course. We used semi‐structured think aloud interviews to assess the extent to which students transfer their calculus knowledge when solving problems in a physics course. Results indicate that students needed prompting and scaffolding to connect the calculus knowledge with the physics problem.
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