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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
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16273">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.</a>
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 November 2, 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 2 November 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. 2 Nov. 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 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. Using metacognitive prompts to explore student reasoning trajectories:Know of another related resource? Login to relate this resource to it. |
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