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Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches
written by
Mila Kryjevskaia, MacKenzie R. Stetzer, and Thanh K. Lê
The performance of introductory students on similar tasks used to assess their understanding of a particular physics topic can vary widely; conceptual and reasoning competence demonstrated on one task is often not exhibited on another, closely related task. Indeed, performance is often poor on tasks that strongly elicit students' intuitive ideas. Previously, we developed a paired-question methodology to disentangle reasoning approaches from conceptual understanding and used the dual process heuristic-analytic theory of reasoning to account for observed inconsistencies in student reasoning. It has been argued that metacognition may foster the productive engagement of the analytic process during reasoning. In this study, we examined the impact on student reasoning patterns of three metacognitive interventions that varied significantly in both focus and scaffolding. Our findings suggest that, even for students with a robust conceptual understanding, incorrect intuitive reasoning persists and these interventions do not appear to engage the analytic process more productively.
Physics Education Research Conference 2014
Part of the PER Conference series Minneapolis, MN: July 30-31, 2014 Pages 143-146
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13469">Kryjevskaia, M, M. Stetzer, and T. Lê. "Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014.</a>
AIP Format
M. Kryjevskaia, M. Stetzer, and T. Lê, , presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068).
AJP/PRST-PER
M. Kryjevskaia, M. Stetzer, and T. Lê, Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068>.
APA Format
Kryjevskaia, M., Stetzer, M., & Lê, T. (2014, July 30-31). Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches. Paper presented at Physics Education Research Conference 2014, Minneapolis, MN. Retrieved December 3, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068
Chicago Format
Kryjevskaia, M, M. Stetzer, and T. Lê. "Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068 (accessed 3 December 2024).
MLA Format
Kryjevskaia, Mila, MacKenzie R. Stetzer, and Thanh Lê. "Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches." Physics Education Research Conference 2014. Minneapolis, MN: 2014. 143-146 of PER Conference. 3 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068>.
BibTeX Export Format
@inproceedings{
Author = "Mila Kryjevskaia and MacKenzie R. Stetzer and Thanh Lê",
Title = {Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches},
BookTitle = {Physics Education Research Conference 2014},
Pages = {143-146},
Address = {Minneapolis, MN},
Series = {PER Conference},
Month = {July 30-31},
Year = {2014}
}
Refer Export Format
%A Mila Kryjevskaia %A MacKenzie R. Stetzer %A Thanh Lê %T Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches %S PER Conference %D July 30-31 2014 %P 143-146 %C Minneapolis, MN %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068 %O Physics Education Research Conference 2014 %O July 30-31 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Kryjevskaia, Mila %A Stetzer, MacKenzie R. %A Lê, Thanh %D July 30-31 2014 %T Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches %B Physics Education Research Conference 2014 %C Minneapolis, MN %P 143-146 %S PER Conference %8 July 30-31 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches:Know of another related resource? Login to relate this resource to it. |
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