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Supporting student construction of alternative lines of reasoning
written by Mikayla Mays, MacKenzie R. Stetzer, and Beth A. Lindsey
An emerging body of research suggests that, even after research-based instruction, poor student performance on certain physics tasks may stem primarily from domain-general reasoning phenomena rather than from a lack of conceptual understanding. The reasoning patterns (and inconsistencies) reported in these studies may be explained by dual-process theories of reasoning (DPToR). In order to help students strengthen their reasoning skills and support increased cognitive reflection, there is a need to design and test instructional intervention strategies that leverage DPToR and that may ultimately guide the development of research-based curricular materials that attend to the nature of human reasoning more explicitly. This investigation focused on an intervention designed to support analytical processing in which students were asked to set aside their own reasoning and engage in alternative lines of reasoning. In the intervention, students first responded to a qualitative physics task, then constructed reasoning chains in support of answers to that task given by two fictitious students, and finally revisited the original physics task. Analysis revealed that this intervention was successful at improving student performance. Furthermore, it appears to have supported students regardless of their cognitive reflection skills, and its effectiveness may potentially be correlated with the quality of reasoning chains generated in support of the correct fictitious student's response.
Physics Education Research Conference 2021
Part of the PER Conference series
Virtual Conference: August 4-5, 2021
Pages 277-282
Subjects Levels Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Problem Solving
- Student Characteristics
= Skills
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2021…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2021.pr.Mays
NSF Numbers:
1821390
1821123
1821400
1821511
1821561
Keyword:
PERC 2021
Record Creator:
Metadata instance created October 1, 2021 by Lyle Barbato
Record Updated:
October 1, 2021 by Lyle Barbato
Last Update
when Cataloged:
October 10, 2021
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Record Link
AIP Format
M. Mays, M. Stetzer, and B. Lindsey, , presented at the Physics Education Research Conference 2021, Virtual Conference, 2021, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496).
AJP/PRST-PER
M. Mays, M. Stetzer, and B. Lindsey, Supporting student construction of alternative lines of reasoning, presented at the Physics Education Research Conference 2021, Virtual Conference, 2021, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496>.
APA Format
Mays, M., Stetzer, M., & Lindsey, B. (2021, August 4-5). Supporting student construction of alternative lines of reasoning. Paper presented at Physics Education Research Conference 2021, Virtual Conference. Retrieved December 8, 2022, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496
Chicago Format
Mays, M, M. Stetzer, and B. Lindsey. "Supporting student construction of alternative lines of reasoning." Paper presented at the Physics Education Research Conference 2021, Virtual Conference, August 4-5, 2021. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496 (accessed 8 December 2022).
MLA Format
Mays, Mikayla, MacKenzie R. Stetzer, and Beth Lindsey. "Supporting student construction of alternative lines of reasoning." Physics Education Research Conference 2021. Virtual Conference: 2021. 277-282 of PER Conference. 8 Dec. 2022 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496>.
BibTeX Export Format
@inproceedings{ Author = "Mikayla Mays and MacKenzie R. Stetzer and Beth Lindsey", Title = {Supporting student construction of alternative lines of reasoning}, BookTitle = {Physics Education Research Conference 2021}, Pages = {277-282}, Address = {Virtual Conference}, Series = {PER Conference}, Month = {August 4-5}, Year = {2021} }
Refer Export Format

%A Mikayla Mays %A MacKenzie R. Stetzer %A Beth Lindsey %T Supporting student construction of alternative lines of reasoning %S PER Conference %D August 4-5 2021 %P 277-282 %C Virtual Conference %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496 %O Physics Education Research Conference 2021 %O August 4-5 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Mays, Mikayla %A Stetzer, MacKenzie R. %A Lindsey, Beth %D August 4-5 2021 %T Supporting student construction of alternative lines of reasoning %B Physics Education Research Conference 2021 %C Virtual Conference %P 277-282 %S PER Conference %8 August 4-5 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15764&DocID=5496


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