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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