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"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.
Physical Review Special Topics - Physics Education Research: Volume 8, Issue 2, Pages 020109
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=12645">Yerushalmi, E, E. Cohen, A. Mason, and C. Singh. "What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context." Phys. Rev. ST Phys. Educ. Res. 8, no. 2, (September 21, 2012): 020109.</a>
AIP Format
E. Yerushalmi, E. Cohen, A. Mason, and C. Singh, , Phys. Rev. ST Phys. Educ. Res. 8 (2), 020109 (2012), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.8.020109).
AJP/PRST-PER
E. Yerushalmi, E. Cohen, A. Mason, and C. Singh, What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context, Phys. Rev. ST Phys. Educ. Res. 8 (2), 020109 (2012), <https://doi.org/10.1103/PhysRevSTPER.8.020109>.
APA Format
Yerushalmi, E., Cohen, E., Mason, A., & Singh, C. (2012, September 21). What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context. Phys. Rev. ST Phys. Educ. Res., 8(2), 020109. Retrieved November 12, 2024, from https://doi.org/10.1103/PhysRevSTPER.8.020109
Chicago Format
Yerushalmi, E, E. Cohen, A. Mason, and C. Singh. "What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context." Phys. Rev. ST Phys. Educ. Res. 8, no. 2, (September 21, 2012): 020109, https://doi.org/10.1103/PhysRevSTPER.8.020109 (accessed 12 November 2024).
MLA Format
Yerushalmi, Edit, Elisheva Cohen, Andrew Mason, and Chandralekha Singh. "What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context." Phys. Rev. ST Phys. Educ. Res. 8.2 (2012): 020109. 12 Nov. 2024 <https://doi.org/10.1103/PhysRevSTPER.8.020109>.
BibTeX Export Format
@article{
Author = "Edit Yerushalmi and Elisheva Cohen and Andrew Mason and Chandralekha Singh",
Title = {What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {8},
Number = {2},
Pages = {020109},
Month = {September},
Year = {2012}
}
Refer Export Format
%A Edit Yerushalmi %A Elisheva Cohen %A Andrew Mason %A Chandralekha Singh %T What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 2 %D September 21, 2012 %P 020109 %U https://doi.org/10.1103/PhysRevSTPER.8.020109 %O application/pdf
EndNote Export Format
%0 Journal Article %A Yerushalmi, Edit %A Cohen, Elisheva %A Mason, Andrew %A Singh, Chandralekha %D September 21, 2012 %T What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 2 %P 020109 %8 September 21, 2012 %U https://doi.org/10.1103/PhysRevSTPER.8.020109 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context:
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