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Abstract Title: Supporting Students in Exploring Alternative Lines of Reasoning
Abstract: An emerging body of research suggests that the nature of human reasoning itself may
impact student performance on physics questions. Analysis of student reasoning patterns through the lens of dual-process theories of reasoning (DPToR) indicates that students may struggle to engage analytical processing productively when responding to physics questions containing salient distracting features (SDFs). While students may reason correctly on one question (screening question), they may abandon that same line of reasoning on an analogous question containing an SDF (target question). As part of a larger effort to investigate and support student reasoning in physics, we have designed and tested an intervention that explicitly guides students to apply the reasoning they successfully used on the screening question to the target question in order to help students reconsider their default responses. On this poster, preliminary results will be presented and implications for research-based curriculum development will be discussed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room A
Poster Number: 2A-21

Author/Organizer Information

Primary Contact: Thomas Fitts
University of Maine
Orono, ME 04469
Phone: 2078995189
and Co-Presenter(s)
MacKenzie R. Stetzer, University of Maine
Mila Kryjevskaia, North Dakota State University