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Insights from an intervention designed to support consistent reasoning
written by Thomas Fittswood, Drew J. Rosen, and MacKenzie R. Stetzer
An emerging body of research suggests that poor student performance on certain physics questions may stem, at least in part, from the nature of human reasoning itself. While students may demonstrate that they possess the requisite knowledge and skills to reason correctly on one question, they may abandon that same line of reasoning on an analogous question containing a salient distracting feature. As part of a larger effort to investigate and support student reasoning in physics by leveraging dual-process theories of reasoning, we developed and tested an intervention aimed at helping students draw upon the knowledge and skills they already possess to address such reasoning inconsistencies. In this study, we also explored specific factors to see if they were related to student reasoning and how students engage with the intervention. We found that the intervention was effective in helping students reason more productively and consistently, but its effectiveness appears to be related to students' cognitive reflection skills.  In addition, out of the students who initially answered two analogous physics questions inconsistently, those who were able to successfully apply their correct reasoning from one question to the other question upon explicit prompting were more likely to revise their thinking and demonstrate consistent reasoning after the intervention.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 170-175
Subjects Levels Resource Types
Education - Basic Research
- Cognition
- Learning Theory
= Transfer
- Problem Solving
= Metacognition
- Student Characteristics
= Skills
General Physics
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
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.2022.pr.Fittswood
NSF Numbers:
1821390
1821123
1821400
1821511
1821561
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
T. Fittswood, D. Rosen, and M. Stetzer, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596).
AJP/PRST-PER
T. Fittswood, D. Rosen, and M. Stetzer, Insights from an intervention designed to support consistent reasoning, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596>.
APA Format
Fittswood, T., Rosen, D., & Stetzer, M. (2022, July 13-14). Insights from an intervention designed to support consistent reasoning. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved May 23, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596
Chicago Format
Fittswood, T, D. Rosen, and M. Stetzer. "Insights from an intervention designed to support consistent reasoning." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596 (accessed 23 May 2024).
MLA Format
Fittswood, Thomas, Drew J. Rosen, and MacKenzie R. Stetzer. "Insights from an intervention designed to support consistent reasoning." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 170-175 of PER Conference. 23 May 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596>.
BibTeX Export Format
@inproceedings{ Author = "Thomas Fittswood and Drew J. Rosen and MacKenzie R. Stetzer", Title = {Insights from an intervention designed to support consistent reasoning}, BookTitle = {Physics Education Research Conference 2022}, Pages = {170-175}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Thomas Fittswood %A Drew J. Rosen %A MacKenzie R. Stetzer %T Insights from an intervention designed to support consistent reasoning %S PER Conference %D July 13-14 2022 %P 170-175 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Fittswood, Thomas %A Rosen, Drew J. %A Stetzer, MacKenzie R. %D July 13-14 2022 %T Insights from an intervention designed to support consistent reasoning %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 170-175 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16227&DocID=5596


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