- Conference date: 29–30 July 2009
- Location: Ann Arbor (MI)
Previously we discussed how well students in an introductory physics course diagnosed their mistakes on a quiz problem with different levels of scaffolding support. In that case, the problem they self‐diagnosed was unusually difficult. We also discussed issues related to transfer, particularly the fact that the transfer problem in the midterm that corresponded to the self‐diagnosed problem was a far transfer problem. Here, we discuss a related intervention in which we repeated the study methodology with the same students in the same intervention groups, using a new quiz problem which was more typical for these students and a near transfer problem. We discuss how these changes affected students’ ability to self‐diagnose and transfer from the self‐diagnosed quiz problem to a transfer problem on the midterm exam.
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