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Using metacognitive prompts to explore student reasoning trajectories
written by Em Sowles, Drew J. Rosen, and MacKenzie R. Stetzer
Previous research has shown that students who demonstrate sufficient skills and conceptual understanding to reason productively may perform inconsistently on analogous questions. Such inconsistencies can be explained via dual process theories of reasoning (DPToR). To gain insight into students' reasoning trajectories, we developed an exploratory sequence of DPToR-aligned metacognitive prompts and administered the sequence immediately after students answered a physics question containing salient distracting features. The metacognitive prompts asked students to: describe their first ideas, reflect on any doubts they had with respect to those ideas, compare their first ideas with their submitted responses, and characterize their reasoning approaches. In this paper, we describe how we use student responses to these prompts along with timing data to investigate students' reasoning trajectories. Students who self-reported that they revised their thinking before submitting an answer spent significantly longer answering the question than those who did not. In addition, students who retained a correct provisional response reported fewer doubts and the use of a process-first approach, whereas students who retained an incorrect provisional response reported more doubts and the use of an answer-first approach. We anticipate that a more detailed understanding of students' reasoning trajectories arising from investigations like the one reported here will be an important step in the development of effective, research-based instructional materials that better support student reasoning in physics.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 438-443
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Conceptual Assessment
= Methods
- Problem Solving
= Metacognition
= Processes
- Student Characteristics
= Affect
= Skills
- 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.Sowles
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
E. Sowles, 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=16273&DocID=5642).
AJP/PRST-PER
E. Sowles, D. Rosen, and M. Stetzer, Using metacognitive prompts to explore student reasoning trajectories, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16273&DocID=5642>.
APA Format
Sowles, E., Rosen, D., & Stetzer, M. (2022, July 13-14). Using metacognitive prompts to explore student reasoning trajectories. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved June 13, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16273&DocID=5642
Chicago Format
Sowles, E, D. Rosen, and M. Stetzer. "Using metacognitive prompts to explore student reasoning trajectories." 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=16273&DocID=5642 (accessed 13 June 2024).
MLA Format
Sowles, Em, Drew J. Rosen, and MacKenzie R. Stetzer. "Using metacognitive prompts to explore student reasoning trajectories." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 438-443 of PER Conference. 13 June 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16273&DocID=5642>.
BibTeX Export Format
@inproceedings{ Author = "Em Sowles and Drew J. Rosen and MacKenzie R. Stetzer", Title = {Using metacognitive prompts to explore student reasoning trajectories}, BookTitle = {Physics Education Research Conference 2022}, Pages = {438-443}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Em Sowles %A Drew J. Rosen %A MacKenzie R. Stetzer %T Using metacognitive prompts to explore student reasoning trajectories %S PER Conference %D July 13-14 2022 %P 438-443 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16273&DocID=5642 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Sowles, Em %A Rosen, Drew J. %A Stetzer, MacKenzie R. %D July 13-14 2022 %T Using metacognitive prompts to explore student reasoning trajectories %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 438-443 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16273&DocID=5642


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