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Physics Learning In The Context Of Scaffolded Diagnostic Tasks (I): The Experimental Setup.
- Source :
- AIP Conference Proceedings; 11/12/2007, Vol. 951 Issue 1, p27-30, 4p, 1 Diagram, 3 Charts, 2 Graphs
- Publication Year :
- 2007
-
Abstract
- For problem solving to serve as an effective learning opportunity, it should involve deliberate reflection, e.g., planning and evaluating the solver's progress toward a solution, as well as self-diagnosing former steps while elaborating on conceptual understanding. While expert problem solvers employ deliberate reflection, the novices (many introductory physics students) fail to take full advantage of problem solving as a learning opportunity. In this paper we will focus on self-diagnosis as an instructional strategy to engage students in reflective problem solving. In self-diagnosis tasks students are explicitly required to carry out self diagnosis activities after being given some feedback on the solution. In this and a companion paper, we will present research exploring the following questions: How well do students self-diagnose, if at all, their solutions? What are the learning outcomes of these activities? Can one improve the act of self-diagnosis and the resulting learning outcomes by scaffolding the activity? [ABSTRACT FROM AUTHOR]
- Subjects :
- PHYSICS education
LEARNING
STUDENTS
EXAMINATIONS
TEACHING methods
Subjects
Details
- Language :
- English
- ISSN :
- 0094243X
- Volume :
- 951
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- AIP Conference Proceedings
- Publication Type :
- Conference
- Accession number :
- 44967677
- Full Text :
- https://doi.org/10.1063/1.2820938