TY - JOUR
T1 - What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context
AU - Yerushalmi, Edit
AU - Cohen, Elisheva
AU - Mason, Andrew
AU - Singh, Chandralekha
N1 - University of Pittsburgh; Weizmann Institute of Science, Department of Science Teaching; Israel Science Foundation [1283/05]; National Science Foundation [DUE-0442087]We wish to thank Professor Jeremy Levy for his valuable cooperation and help in this study. We thank Yetty Varon, the statistician of the Science Teaching Department at the Weizmann Institute of Science, for her help in analyzing the data. We appreciate the support of the University of Pittsburgh and the Weizmann Institute of Science, Department of Science Teaching. This work was primarily supported by Israel Science Foundation Grant No. 1283/05 and National Science Foundation Grant No. DUE-0442087.
PY - 2012/9/21
Y1 - 2012/9/21
N2 - "Self-diagnosis tasks" aim at fostering students' learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students' learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class (∼200 students) were divided into a control group and three intervention groups in which different levels of guidance were provided to aid students in their performance of self-diagnosis activities. The self-diagnosis task was administered twice, first in an atypical problem situation and then in a typical one. In a companion paper we reported our findings in the context of an atypical problem situation. Here we report our findings in the context of a typical problem situation and discuss the effect of problem typicality on students' self-diagnosis performance and subsequent success in solving transfer problems. We show that the self-diagnosis score was correlated with subsequent problem-solving performance only in the context of a typical problem situation, and only when textbooks and notebooks were the sole means of guidance available to the students for assisting them with diagnosis.
AB - "Self-diagnosis tasks" aim at fostering students' learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students' learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class (∼200 students) were divided into a control group and three intervention groups in which different levels of guidance were provided to aid students in their performance of self-diagnosis activities. The self-diagnosis task was administered twice, first in an atypical problem situation and then in a typical one. In a companion paper we reported our findings in the context of an atypical problem situation. Here we report our findings in the context of a typical problem situation and discuss the effect of problem typicality on students' self-diagnosis performance and subsequent success in solving transfer problems. We show that the self-diagnosis score was correlated with subsequent problem-solving performance only in the context of a typical problem situation, and only when textbooks and notebooks were the sole means of guidance available to the students for assisting them with diagnosis.
UR - http://www.scopus.com/inward/record.url?scp=84867010314&partnerID=8YFLogxK
U2 - https://doi.org/10.1103/PhysRevSTPER.8.020110
DO - https://doi.org/10.1103/PhysRevSTPER.8.020110
M3 - مقالة
SN - 1554-9178
VL - 8
JO - Physical Review Special Topics-Physics Education Research
JF - Physical Review Special Topics-Physics Education Research
IS - 2
M1 - 020110
ER -