Materials Similar to Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems
- 74%: Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem
- 43%: Effect of Self Diagnosis on Subsequent Problem Solving Performance
- 40%: Problem Complexity and the Transfer of Strategies in Computer-Presented Problems
- 38%: Students’ Perceptions of a Self-Diagnosis Task
- 37%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 37%: A tale of two guessing strategies: interpreting the time students spend solving problems through online log data
- 36%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
- 35%: Tale of two curricula: The performance of 2000 students in introductory electromagnetism
- 34%: Probing adults' conceptual understanding and transfer of learning via problem posing
- 33%: Students’ Difficulties in Transfer of Problem Solving Across Representations
- 33%: Assessing Transfer of Learning in Problem Solving from the Perspective of Preparation for Future Learning
- 32%: Transfer Of Argumentation Skills In Conceptual Physics Problem Solving
- 31%: Student representational competence and self-assessment when solving physics problems
- 30%: Identifying Differences in Diagnostic Skills between Physics Students: Students' Self-Diagnostic Performance Given Alternative Scaffolding
- 30%: Evidence of Problem-Solving Transfer in Web-Based Socratic Tutor
- 30%: Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
- 29%: Multiple roles of assessment in upper-division physics course reforms
- 29%: Assessment of vertical transfer in problem solving: Mapping the problem design space
- 29%: Examination of Students’ Self-monitoring in Problem Solving
