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Learning from Self-Diagnosis Activities when Contrasting Students’ Own Solutions with Worked Examples: the Case of 10th Graders Studying Geometric Optics

  • Rafi’ SafadiEmail author
  • Sheren Saadi
Article
  • 16 Downloads

Abstract

Self-diagnosis activities require students to self-diagnose their solutions to problems they solved on their own by detecting and explaining their errors. Worked examples, a step-by-step demonstration of how to solve a problem, are often used to support students in self-diagnosis activities. However, studies indicate that students often fail to exploit worked examples in traditional self-diagnosis activities when simply required to self-diagnose their solutions. This study analyzes a new self-diagnosis activity developed by the first author to prompt students to effectively use worked examples when self-diagnosing: the written worked examples only constitute one part of a scoring rubric and the students are required to both self-diagnose their solutions and then self-score them. This activity was hypothesized to encourage students to exploit the worked examples more thoroughly, and by extension detect and learn from their errors to a greater extent than students administered the traditional self-diagnosis activities. Six 10th grade advanced physics classes completed a pre-test/intervention/post-test after finishing a unit in geometric optics. Students in each class were randomly assigned to the new self-diagnosis activity (83 students) or the traditional self-diagnosing activity (79 students). Students assigned the new activity detected and learned more from their errors than students administered the traditional activity. It is argued that more in-depth error detection contributed overall to students’ learning by triggering a series of implicit steps that prompted them to self-regulate their cognitions in a way that provided opportunities to self-repair their naïve concepts.

Keywords

Erroneous solutions Geometric optics Learning from errors Self-assessment Self-diagnosis Worked examples 

Notes

Acknowledgements

We wish to express our gratitude to the teachers who participated in this study. We appreciate the support of the Academic Arab College for Education in Israel – Haifa.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Department of Science EducationThe Academic Arab College for Education in IsraelHaifaIsrael
  2. 2.Comprehensive school “C” - ShefaamreShefaamreIsrael

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