Learning from Mistakes: The Effect of Students' Written Self-Diagnoses on Subsequent Problem Solving

Autor/inn/en	Mason, Andrew; Yerushalmi, Edit; Cohen, Elisheva; Singh, Chandralekha
Titel	Learning from Mistakes: The Effect of Students' Written Self-Diagnoses on Subsequent Problem Solving
Quelle	In: Physics Teacher, 54 (2016) 2, S.87-90 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.4940171
Schlagwörter	Problem Solving; Transformative Learning; Self Evaluation (Individuals); Intervention; Investigations; Introductory Courses; Physics; Reflection; Learning Strategies; Teaching Methods; Error Correction + Suchen Sie Ihr Suchwort? Problemlösen; Pädagogische Transformation; Untersuchung; Einführungskurs; Physik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur
Abstract	Helping students learn to think like a physicist is an important goal of many introductory physics courses. One characteristic distinguishing more experienced physicists from novice students is that they make better use of problem solving as a learning opportunity. Experts were found to spend more time than novices in monitoring their work, reflecting upon their possibly deficient approach to solving a problem, reconsidering their choices as necessary, and extending and refining their knowledge structure. Moreover, research on worked-out examples suggests that better performing students are those who "self-explain," that is, elaborate to themselves what they are learning from those examples, generate inferences, acknowledge mismatches between their own approach and that of the example, and attempt to resolve conflicts (self-repair). Indeed, physics instructors often express concern that many students do not make an effort to learn from their mistakes after the graded problems are returned to them. Here, we discuss an investigation focusing on how well introductory physics students self-diagnose their mistakes in their quiz solutions and its effect on subsequent problem solving in different interventions. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01