自我诊断、脚手架和转移：两个问题的故事
Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems
摘要：
帮助学生从自己的错误中学习可以帮助他们在学习物理内容时养成思维习惯。在认知学徒模式的基础上，我们要求学生自我诊断他们的错误，并从反思他们的问题解决方案中学习。不同水平的脚手架支持提供给不同小组的学生，以诊断他们的错误，在两个上下文丰富的问题，学生最初解决的背诵测验。在这里，我们讨论了学生在两个自我诊断活动和迁移任务的不同支架的认知参与。
英文摘要：
Helping students learn from their own mistakes can help them develop habits of mind while learning physics content. Based upon cognitive apprenticeship model, we asked students to self-diagnose their mistakes and learn from reflecting on their problem solution. Varying levels of scaffolding support were provided to students in different groups to diagnose their errors on two context-rich problems that students originally solved in recitation quizzes. Here, we discuss students' cognitive engagement in the two self-diagnosis activities and transfer tasks with different scaffolds.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
