“Self-diagnosis tasks” aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. We have been investigating the extent to which introductory physics students can diagnose their own mistakes when explicitly asked to do so with different levels of scaffolding support provided to them. In our study in an introductory physics class with more than 200 students, the recitation classes were split into three different experimental groups in which different levels of guidance were provided for performing the self-diagnosis activities. We present our findings that students' performance was far from perfect. However, differences in the scaffolding in the three experimental groups (i.e. providing a correct solution and a self-diagnosis rubric) noticeably affected the resulting diagnosis.


  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),educational aids,Higher Education,Problem Solving,educational technology,Physics Education Research,General,Assessment,Graduate/Professional,General Physics,learning (artificial intelligence),PERC 2008,oai:nsdl.org:2200/20090204193734265T,research and development management,student experiments,Physics,Computing and Information,educational courses,Education Practices,NSDL_SetSpec_439869,Education,Technology



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