Dual process theories of reasoning suggest that humans reason using System 1 (heuristic) and System 2 (analytic) thinking processes. The aim of this research is to develop question sequences that serve two purposes: 1) to identify physics students with relevant content knowledge who nevertheless relied on System 1 thinking on a “target” question, and 2) to help students recognize reasoning inconsistencies and activate System 2 thinking effectively to override initial incorrect responses. Screening and target questions are used to identify students making reasoning errors, and intervention questions are designed to alert students of the need to reevaluate their reasoning. Students then have an opportunity to re-answer the target question. Data from recent iterations in calculus-based physics courses at the University of Washington will be discussed.

Developing Question Sequences to Identify and Remedy Student Reasoning Inconsistencies

Dual Process Theories of Reasoning suggest that humans reason using System 1 (heuristic) and System 2 (analytic) thinking processes. This research seeks to develop interventions that help introductory undergraduate physics students recognize reasoning inconsistencies and activate System 2 thinking effectively to override initial incorrect responses. In a prior study (Kryjevskaia et al., 2014), screening and target questions aimed to identify students with relevant content knowledge who nevertheless relied on System 1 thinking when answering the target question. In the current study, “intervention” and “consistency” questions were added with the intent of alerting students to their reasoning inconsistencies. Students who indicated that their answers were inconsistent were presented with another opportunity to answer the target question.

Kryjevskaia, M., Stetzer, M. R., & Grosz, N. (2014). Physical Review Special Topics - Physics Education Research, 10(2), 1–12. https://doi.org/10.1103/PhysRevSTPER.10.020109

This study is supported by the National Science Foundation under Grant No. DUE 615418.

Interventions Designed to Help Students Recognize and Overcome Reasoning Inconsistencies

B5.1 - PER: Student and Instructor Support & Professional Development, Program and Institutional Change I

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Developing Question Sequences to Identify and Remedy Student Reasoning Inconsistencies

Interventions Designed to Help Students Recognize and Overcome Reasoning Inconsistencies

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