Abstract
In this article, we provide a discussion on our revision method (termed prescriptivetutoring) aimed at revealing students’ misconceptions and misunderstandingsby getting them to solve physics problems with an anonymous partner via thecomputer. It is currently being implemented and evaluated in a public secondaryschool in Singapore, and statistical analysis of our initial small-scale study showsthat students in the experimental group significantly outperformed students inboth the control and alternative intervention groups. In addition, students in theexperimental group perceived that they had gained improved understanding ofthe physics concepts covered during the intervention, and reported that theywould like to continue revising physics concepts using the intervention methods.
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