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Abstract Title: Self-diagnosis, Scaffolding and Transfer: A Tale of Two Problems
Abstract: Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on their problem solution.  Varying levels of scaffolding support were provided to students in different groups to diagnose their errors on two context-rich problems that students originally solved in recitation quizzes. The level of scaffolding necessary for successful self-diagnosis and performance on the transfer task was strongly dependent on the difficulty in invoking and applying physics principles to solve the problems and how far the transfer was. Moreover, a high level of sustained scaffolding may be necessary to teach students problem-solving skills. This targeted poster will summarize our findings from self-diagnosis and near and far transfer associated with two context-rich problems that students self-diagnosed such that one self-diagnosed problem was unusually difficult.
Abstract Type: Targeted Poster
Targeted Session: Negotiating Meaning: The Role of Assessment Rubrics and Diagnostic Guidelines
Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Andrew Mason
Department of Physics and Astronomy, University of Pittsburgh
Co-Author(s)
and Co-Presenter(s)
Elisheva Cohen, Department of Science Teaching, Weizmann Institute of Science
Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburgh
Edit Yerushalmi, Department of Science Teaching, Weizmann Institute of Science