Designing Efficient Self-Diagnosis Activities in the Physics Classroom
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Rafi Safadi [1]
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[1] The Academic Arab College for Education in Israel
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- Localización: The Physics Teacher, ISSN 0031-921X, Vol. 55, Nº. 9, 2017, págs. 575-579
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Self-diagnosis (SD) activities require students to self-diagnose their solutions to problems that they solved on their own. This involves identifying where they went wrong and then explaining the nature of their errors—why they went wrong—aided by some form of support. Worked examples (WEs) are often used to support students in SD activities. A WE is a step-by-step demonstration of how to solve a problem. One unresolved issue is why students fail to exploit WEs in SD exercises. Yerushalmi et al., for instance, provided students with written WEs and asked them to self-diagnose their solutions with respect to these WEs. These authors found no correlation between students’ SD performance and their subsequent problem-solving performance on transfer problems, suggesting that students had only superficially exploited the written WEs. The aim of this article is to describe a new SD activity that was developed to prompt students to effectively use written WEs when self-diagnosing, and to examine its effectiveness in advancing students’ learning in physics.
