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Abstract Title: Examining and supporting student construction of alternative lines of reasoning
Abstract: Research in physics education has shown that poor student performance on certain physics tasks may stem primarily from domain-general reasoning phenomena rather than a lack of conceptual understanding. The observed reasoning patterns are consistent with dual-process theories of reasoning (DPToR). Efforts are ongoing to design intervention strategies that can guide the development of research-based curriculum to help students strengthen their reasoning skills and support cognitive reflection. In one new intervention, students are asked to set aside (at least temporarily) their own reasoning and engage in alternative lines of reasoning. Students first respond to a qualitative physics task, then construct reasoning chains that could have been used to reach the answers given by fictitious students, and finally revisit the original physics task.  In this poster, we will discuss the preliminary results, how they relate to DPToR, and the implications of our findings for future curriculum development.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.M2

Author/Organizer Information

Primary Contact: Mikayla Mays
University of Maine
Orono, ME 04469
and Co-Presenter(s)
MacKenzie R. Stetzer - University of Maine
Beth A. Lindsey - Penn State Greater Allegheny