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Physical Review Physics Education Research
written by J. Caleb Speirs, MacKenzie R. Stetzer, Beth A. Lindsey, and Mila Kryjevskaia
Because of the focus of introductory physics courses on improving students' problem-solving and reasoning skills, researchers in physics education have been developing and refining theoretical frameworks for how students reason through physics problems. Recently, researchers have begun to apply dual-process theories of reasoning (DPToR), from cognitive science and psychology, to support mechanistic predictions of student reasoning in physics. In this article, we employ a novel methodology involving reasoning chain construction tasks in order to test DPToR-based predictions for two physics questions in which salient distracting features have been found to cue incorrect first-available mental models. In a reasoning chain construction task, students respond to a physics question by drawing from a list of reasoning elements (all of which are true) in order to assemble a chain of reasoning that leads to a conclusion. Two sets of experiments were conducted to test the hypothesis that students would be unlikely to abandon an incorrect first-available model unless they were provided with information that called into question the validity of that model. We found that providing increased access to information relevant to the correct line of reasoning did not produce large differences in student answering patterns. However, providing increased access to information refuting the first-available model did produce large differences in student answering patterns, but only among those students who demonstrated that they possessed the relevant mindware (i.e., conceptual understanding). Our findings are consistent with DPToR and further illustrate the applicability of such reasoning frameworks in the context of physics.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020137
Subjects ADS Supplements Resource Types
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
- Problem Solving
= Processes
General Physics
- Physics Education Research
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution-Share Alike 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020137
NSF Numbers:
DUE-1431940
DUE-1431541
DUE-1431857
DUE-1432052
DUE-1432765
DUE-1821390
DUE-1821123
DUE-1821400
DUE-1821511
DUE-1821561
DRL-0962805
Keywords:
Dual-process Theory, cognitive theory, deliberate reasoning, explicit thought process, implicit thought process, intuitive reasoning
Record Creator:
Metadata instance created November 28, 2021 by Lyle Barbato
Record Updated:
December 17, 2021 by Caroline Hall
Last Update
when Cataloged:
November 24, 2021
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AIP Format
J. Speirs, M. Stetzer, B. Lindsey, and M. Kryjevskaia, , Phys. Rev. Phys. Educ. Res. 17 (2), 020137 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020137).
AJP/PRST-PER
J. Speirs, M. Stetzer, B. Lindsey, and M. Kryjevskaia, Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making, Phys. Rev. Phys. Educ. Res. 17 (2), 020137 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020137>.
APA Format
Speirs, J., Stetzer, M., Lindsey, B., & Kryjevskaia, M. (2021, November 24). Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making. Phys. Rev. Phys. Educ. Res., 17(2), 020137. Retrieved December 9, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020137
Chicago Format
Speirs, J, M. Stetzer, B. Lindsey, and M. Kryjevskaia. "Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making." Phys. Rev. Phys. Educ. Res. 17, no. 2, (November 24, 2021): 020137, https://doi.org/10.1103/PhysRevPhysEducRes.17.020137 (accessed 9 December 2022).
MLA Format
Speirs, J. Caleb, MacKenzie R. Stetzer, Beth Lindsey, and Mila Kryjevskaia. "Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020137. 9 Dec. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020137>.
BibTeX Export Format
@article{ Author = "J. Caleb Speirs and MacKenzie R. Stetzer and Beth Lindsey and Mila Kryjevskaia", Title = {Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020137}, Month = {November}, Year = {2021} }
Refer Export Format

%A J. Caleb Speirs %A MacKenzie R. Stetzer %A Beth Lindsey %A Mila Kryjevskaia %T Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D November 24, 2021 %P 020137 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020137 %O application/pdf

EndNote Export Format

%0 Journal Article %A Speirs, J. Caleb %A Stetzer, MacKenzie R. %A Lindsey, Beth %A Kryjevskaia, Mila %D November 24, 2021 %T Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020137 %8 November 24, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020137


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