• Open Access

What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context

Edit Yerushalmi, Elisheva Cohen, Andrew Mason, and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 8, 020109 – Published 21 September 2012

Abstract

“Self-diagnosis tasks” are aimed at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. Recitation groups in an introductory physics class of about 200 college students were distributed into a control group and three intervention groups in which different levels of guidance were provided for performing self-diagnosis activities. We investigated how well students self-diagnose their solutions in the different interventions and examined the effect of students’ self-diagnosis on subsequent problem solving in the different intervention groups. We found that in the context of an atypical quiz, while external support altered the self-diagnosis performance, the self-diagnosis score was not correlated with subsequent problem-solving performance on a transfer problem. We discuss possible explanations for our findings.

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  • Received 12 November 2010

DOI:https://doi.org/10.1103/PhysRevSTPER.8.020109

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

© 2012 American Physical Society

Authors & Affiliations

Edit Yerushalmi and Elisheva Cohen

  • Department of Science Teaching, The Weizmann Institute of Science, 76100 Rehovot, Israel

Andrew Mason

  • School of Physics and Astronomy, University of Minnesota, Minneapolis, Minnesota 55455, USA

Chandralekha Singh

  • Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, Pennsylvania 15213, USA

See Also

What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

Edit Yerushalmi, Elisheva Cohen, Andrew Mason, and Chandralekha Singh
Phys. Rev. ST Phys. Educ. Res. 8, 020110 (2012)

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Vol. 8, Iss. 2 — July - December 2012

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