PERC 2008 Abstract Detail Page
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| Abstract Title: | Identifying Differences in Self-Diagnosis with Alternative Scaffolding |
|---|---|
| Abstract: | "Self-diagnosis tasks" aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. We have been investigating the extent to which introductory physics students can diagnose their own mistakes when explicitly asked to do so with different levels of scaffolding support provided to them. In our study in an introductory physics class with more than 200 students, the recitation classes were split into three different experimental groups in which different levels of guidance was provided for performing the self-diagnosis activities. We will present our findings regarding how well students were able to self-diagnose their mistakes in the three experimental groups. Supported by ISF 1283/05 and NSF DUE-0442087 |
| Abstract Type: | Contributed Poster |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Edit Yerushalmi Weizmann Institute of Science, Israel department of science teaching Weizmann institute of science Rehovot, Israel, Non U.S. Phone: 4126249045 Fax: 4126249163 |
| Co-Author(s) and Co-Presenter(s) |
Elisheva Cohen, Weizmann Institute, Israel; Andrew Mason and Chandralekha Singh, University of Pittsburgh |
