相关论文: Self-Diagnosis, Scaffolding and Transfer: A Tale o…
"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…
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the problem they self-diagnosed was unusually difficult. We…
"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…
Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can…
We introduce a new paradigm of learning for reasoning, understanding, and prediction, as well as the scaffolding network to implement this paradigm. The scaffolding network embodies an incremental learning approach that is formulated as a…
Expert problem solvers are characterized by continuous evaluation of their progress towards a solution. One characteristic of expertise is self-diagnosis directed towards elaboration of the solvers' conceptual understanding, knowledge…
One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts.…
Students in physics laboratory courses, particularly at the upper division, are often expected to engage in troubleshooting. Although there are numerous ways in which students may proceed when diagnosing a problem, not all approaches are…
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…
Misconception is the difference between a student's idea and his scientific concept. Physics learning needs to be designed by teachers to minimize misconceptions. Different diagnostic tools have been developed and used by researchers to…
Supporting students in developing diagnostic reasoning is a key challenge across educational domains. Novices often face cognitive biases such as premature closure and over-reliance on heuristics, and they struggle to transfer diagnostic…
Prior research suggests that many students believe that the magnitude of the static frictional force is always equal to its maximum value. Here, we examine introductory students' ability to learn from analogical reasoning (with different…
The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared…
In two earlier studies, we developed a new method to measure students' ability to transfer physics problem solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of…
Many studies have investigated students' epistemological framing when solving physics problems. Framing supports students' problem solving as they decide what knowledge to employ and the necessary steps to solve the problem. Students may…
We explore the overlap of two nationally-recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are…
Modern machine learning models are opaque, and as a result there is a burgeoning academic subfield on methods that explain these models' behavior. However, what is the precise goal of providing such explanations, and how can we demonstrate…