Examining Students Reasoning in Physics Through the Lens of the Dual Process Theories of Reasoning: The Context of Forces and Newton’s Laws

Kryjevskaia, Mila; Grosz, Nathaniel

doi:10.1007/978-3-030-51182-1_8

Cited by 2 publications

(1 citation statement)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Student reasoning patterns are not always consistent with the notion that, when presented with a novel question, a student will begin from first-principles or a content conception and reason logically to reach their conclusion . Dual-process theories of reasoning , provide a framework emerging from the field of cognitive psychology that has recently been used to help predict and explain student reasoning patterns , as well as to inform the development of instructional interventions. , In this section, we provide an overview of these theories.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Reasoning Chain Construction Tasks to Support Student Explanations in General Chemistry

Nagel

Lindsey

2021

J. Chem. Educ.

View full text Add to dashboard Cite

The assessment of student understanding, and of student reasoning skills more broadly, hinges upon the ability to elicit and interpret student-generated explanations. In practice, however, the explanations that students provide in response to traditional prompts do not always reveal as much about student reasoning as teachers and researchers in chemistry education might prefer. In this article, we describe the application of a novel methodology, the reasoning chain construction task, applied in a general chemistry course at a large research institution using a well-known question on chemical bonding. In a reasoning chain construction task, students respond to a chemistry question by drawing from a list of reasoning elements (all of which are true) in order to assemble a chain of reasoning in support of a conclusion. Our findings indicate that use of this type of task can lead students to generate richer explanations while not impacting the overall distribution of student conclusions. These explanations provide teachers and researchers with insights into what information students deem helpful and relevant for responding to a prompt that is wholly lacking from traditional free-response implementations of the same question. We interpret our results through the theoretical framework of dual-process theories of reasoning.

show abstract

Section: Introductionmentioning

confidence: 99%

Implementation of Reasoning Chain Construction Tasks to Support Student Explanations in General Chemistry

Nagel

Lindsey

2021

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance

Lindsey,

Boudreaux,

Rosen

et al. 2024

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories of reasoning, which assert that human cognition relies on two thinking processes. Dual-process theories suggest multiple possible avenues by which instruction might impact student reasoning. In this paper, we compare two possible instructional approaches: one designed to reinforce the normative approach (improving the outputs of the intuitive process) and another that guides students to reflect on and analyze their initial ideas (supporting the analytic process). The results suggest that for students who have already demonstrated a minimum level of requisite knowledge, instruction that supports analysis of their likely intuitive mental model leads to greater learning benefits in the short term than instruction that focuses solely on providing practice with the normative mindware. These results have implications for the design of instructional materials and help to demonstrate how dual-process theories can be leveraged to explain the success of existing research-based materials. Published by the American Physical Society 2024

show abstract

Examining Students Reasoning in Physics Through the Lens of the Dual Process Theories of Reasoning: The Context of Forces and Newton’s Laws

Cited by 2 publications

References 23 publications

Implementation of Reasoning Chain Construction Tasks to Support Student Explanations in General Chemistry

Implementation of Reasoning Chain Construction Tasks to Support Student Explanations in General Chemistry

Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance

Contact Info

Product

Resources

About