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written by Edit Yerushalmi, Chandralekha Singh, and Bat-Sheva Eylon
For problem solving to serve as an effective learning opportunity, it should involve deliberate reflection, e.g., planning and evaluating the solver's progress toward a solution, as well as self-diagnosing former steps while elaborating on conceptual understanding. While expert problem solvers employ deliberate reflection, the novices (many introductory physics students) fail to take full advantage of problem solving as a learning opportunity. In this paper we will focus on self-diagnosis as an instructional strategy to engage students in reflective problem solving. In self-diagnosis tasks students are explicitly required to carry out self diagnosis activities after being given some feedback on the solution. In this and a companion paper, we will present research exploring the following questions: How well do students self-diagnose, if at all, their solutions? What are the learning outcomes of these activities? Can one improve the act of self-diagnosis and the resulting learning outcomes by scaffolding the activity?
Physics Education Research Conference 2007
Part of the PER Conference Invited Paper series
Greensboro, NC: August 1-2, 2007
Volume 951, Pages 27-30
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
Education - Basic Research
- Assessment
= Formative Assessment
- Cognition
= Cognition Development
General Physics
- Physics Education Research
- Reference Material
= Research study
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- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.2820938
Access Rights:
Limited free access and
Available by subscription and
Available for purchase
Restriction:
© 2007 2007 American Institute of Physics.
DOI:
10.1063/1.2820938
PACS:
01.40.Fk 01.40.Ha 01.40.gb
Keywords:
PERC 2007, learning by example, physics, problem solving, research initiatives, self-diagnosis tasks, student experiments
Record Cloner:
Metadata instance created May 28, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2007
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Record Link
AIP Format
E. Yerushalmi, C. Singh, and B. Eylon, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996).
AJP/PRST-PER
E. Yerushalmi, C. Singh, and B. Eylon, Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996>.
APA Format
Yerushalmi, E., Singh, C., & Eylon, B. (2007, August 1-2). Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup. Paper presented at Physics Education Research Conference 2007, Greensboro, NC. Retrieved October 24, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996
Chicago Format
Yerushalmi, E, C. Singh, and B. Eylon. "Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup." Paper presented at the Physics Education Research Conference 2007, Greensboro, NC, August 1-2, 2007. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996 (accessed 24 October 2014).
MLA Format
Yerushalmi, Edit, Chandralekha Singh, and Bat-Sheva Eylon. "Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup." Physics Education Research Conference 2007. Greensboro, NC: 2007. 27-30 Vol. 951 of PER Conference Invited Paper. 24 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996>.
BibTeX Export Format
@inproceedings{ Author = "Edit Yerushalmi and Chandralekha Singh and Bat-Sheva Eylon", Title = {Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup}, BookTitle = {Physics Education Research Conference 2007}, Pages = {27-30}, Address = {Greensboro, NC}, Series = {PER Conference Invited Paper}, Volume = {951}, Month = {August 1-2}, Year = {2007} }
Refer Export Format

%A Edit Yerushalmi
%A Chandralekha Singh
%A Bat-Sheva Eylon
%T Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup
%S PER Conference Invited Paper
%V 951
%D August 1-2 2007
%P 27-30
%C Greensboro, NC
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996
%O Physics Education Research Conference 2007
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Yerushalmi, Edit
%A Singh, Chandralekha
%A Eylon, Bat-Sheva
%D August 1-2 2007
%T Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup
%B Physics Education Research Conference 2007
%C Greensboro, NC
%V 951
%P 27-30
%S PER Conference Invited Paper
%8 August 1-2
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9027&DocID=1996


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The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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Physics Learning in the Context of Scaffolded Diagnostic Tasks (I): The Experimental Setup:


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