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Safadi, Rafi'; Ababsy, Ranin – Physics Education, 2020
Research indicates that troubleshooting activities that require students to reflect on pre-prepared erroneous examples, i.e. erroneous solutions to problems that correspond to common naïve ideas, impact their learning positively. These include asking students to diagnose erroneous examples; in other words, detect the conceptual errors and then…
Descriptors: Troubleshooting, Error Correction, Demonstrations (Educational), Physics
Safadi, Rafi; Safadi, Ekhlass; Meidav, Meir – Physics Education, 2017
This study compared students' learning in troubleshooting and problem solving activities. The troubleshooting activities provided students with solutions to conceptual problems in the form of refutation texts; namely, solutions that portray common misconceptions, refute them, and then present the accepted scientific ideas. They required students…
Descriptors: Science Instruction, Physics, Group Discussion, Comparative Analysis
Yuriev, Elizabeth; Naidu, Som; Schembri, Luke S.; Short, Jennifer L. – Chemistry Education Research and Practice, 2017
To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow--''Goldilocks Help''. This workflow builds on work done in the field of problem solving in chemistry and provides…
Descriptors: Chemistry, Science Instruction, Problem Solving, Skill Development
Kolikant, Y. Ben-David; Mussai, M. – Computer Science Education, 2008
We studied students' conceptions of correctness and their influence on students' correctness-related practices by examining how 159 students had analyzed the correctness of error-free and erroneous algorithms and by interviewing seven students regarding their work. We found that students conceptualized program correctness as the sum of the…
Descriptors: Misconceptions, Computer Science Education, Science Instruction, Programming