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Helping students learn from their own mistakes can help them develop habitsof mind while learning physics content. Based upon cognitive apprenticeshipmodel, we asked students to self-diagnose their mistakes and learn fromreflecting on their problem solution. Varying levels of scaffolding supportwere provided to students in different groups to diagnose their errors on twocontext-rich problems that students originally solved in recitation quizzes.Here, we discuss students' cognitive engagement in the two self-diagnosisactivities and transfer tasks with different scaffolds.

Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems