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Abstract Title: Students' diagnostic performance following principle-based troubleshooting activities
Abstract: Students' diagnostic performance when reviewing solutions, examined through tasks requiring them to identify and explain their mistakes, is known to be generally poor.
We hypothesized that troubleshooting activities would improve students' diagnostic ability if they consist of 1) Principle-based diagnosis: identifying and explaining misinterpreted concepts and principles underlying mistakes in teacher made solutions (attributed to an imaginary student). 2) Feedback: comparing student's diagnosis to exemplary Principle-based diagnosis.
As part of a larger study to examine this hypothesis, we analyzed diagnostic performance in a 10th grade class (N=35), that carried out four such troubleshooting activities in the topic of optics. The intervention was carried out in a private school in the Arab sector in Israel, and lasted 4 month. We will present findings regarding students' performance before and after the intervention: their ability to identify and explain misinterpreted concepts (diagnosis stage); to provide corrected solutions; and to solve transfer problems.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Sawsan Ailabouni
Weizmann Institute of Science
234 Herzl St.
Rehovot, 7610001
and Co-Presenter(s)
Rafi Safadi, The Academic Arab College of Education, Haifa
Edit Yerushalmi, Weizmann Institute of Science