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Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems (1603.03070v1)
Published 9 Mar 2016 in physics.ed-ph
Abstract: 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.