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Abstract Title: Uncovering the role of affective factors in student reasoning in physics
Abstract Type: Contributed Poster Presentation
Abstract: A growing body of research has revealed that physics students may answer certain physics questions incorrectly even though they have demonstrated their ability to reason successfully on analogous questions. Researchers are increasingly using dual-process theories of reasoning (DPToR) as a theoretical lens to explain and predict student reasoning patterns on these tasks. While much of the work to date on student reasoning has primarily focused on cognitive domains, relatively little has been done to study the impact of affective domains on reasoning patterns. According to DPToR, affective factors may impact student reasoning at many different points in the reasoning cycle. As part of a multi-institutional project aimed at better supporting student reasoning, we have developed a survey that probes four factors of particular interest: self-efficacy, desire for cognition, metacognition, and epistemic stance. We present preliminary findings and discuss the potential of this work to inform future research-based curriculum development efforts.
Footnote: This material is based upon work supported by the National Science Foundation under Grant Nos. DUE-1821390, DUE-1821123, DUE-1821400, DUE-1821511, and DUE-1821561.
Session Time: Poster Session 1
Poster Number: I-79

Author/Organizer Information

Primary Contact: Drew Rosen
University of Maine
Bangor, ME 04401
Phone: 9735707788
and Co-Presenter(s)
MacKenzie R. Stetzer (He, Him), University of Maine
Mila Kryjevskaia (She, Her), North Dakota State University
Beth A. Lindsey (She, Her), Penn State Greater Allegheny