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Abstract Title: From Diagnostic Skills to Success in the Physics Classroom
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. The recitation classes in an introductory physics class (~200 students) were split into three experimental groups in which different levels of guidance was provided for performing the self-diagnosis activities and a control group. We have been investigating how a) students in each group performed on subsequent near and far transfer questions given as part of the exams; and b) comparing the relation between student's initial scores on their quizzes vs. their performance on the exams, and the relation between student's self-diagnosis scores and their performance on the exams.
We conclude with some hypotheses about the students' ability to self-diagnose that emphasizes the importance of teaching students how to diagnosis their own mistakes.

Supported by ISF 1283/05 and NSF DUE-0442087
Abstract Type: Targeted Poster
Targeted Session: Developing Learning Skills in the Physics Classroom to Attend to Diverse Populations
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Edit Yerushalmi
Wiezmann Institute
Co-Author(s)
and Co-Presenter(s)
Elisheva Cohen, Wiezmann Institute,
Andrew Mason and Chandralekha Singh, University of Pittsburgh