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. Here, we discuss students' cognitive engagement in the two self-diagnosis activities and transfer tasks with different scaffolds.
@article{arxiv.1603.03070,
title = {Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems},
author = {Andrew Mason and Elisheva Cohen and Chandralekha Singh and Edit Yerushalmi},
journal= {arXiv preprint arXiv:1603.03070},
year = {2016}
}
Comments
4 pages, 3 tables, invited conference proceedings. in 2009 Physics Education Research Conference (Vol. 1179, No. 1, pp. 27-30), AIP Publishing (2009)