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Session:
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Physics Education Research
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Paper Type:
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Poster
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Title:
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Students' Reasoning Paths Through the Lens of Dual Process Theories*
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Meeting:
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2018 Summer Meeting: Washington, DC |
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Location:
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N/A |
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Date:
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Time:
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8:30PM
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Author:
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Brianna Santangelo,, North Dakota State University,
7328220150, brianna.santangelo@ndus.edu
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Co-Author(s):
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Mila Kryjevskaia
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Abstract:
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When faced with unfamiliar situations, students are more likely to rely on intuitive reasoning rather than formal knowledge and skills developed during instruction. In order to pinpoint specific factors and instructional circumstances that lead to productive and unproductive reasoning strategies, we have been developing sequences of questions that allow for the disentanglement of student conceptual understanding, reasoning, and intuition. We used these sequences in introductory algebra-based and calculus-based Mechanics courses at a large research university. The Dual Process Theories (DPT) of reasoning are used to interpret students' responses. Written answers, explanations, and self-reflections (viewed through the lens of DPT) reveal student approaches to reasoning: reliance on intuition, development of heuristics, use of confirmation bias, and other reasoning decisions that lead to the final answer. *This material is based upon work supported by the National Science Foundation under Grant Nos. DUE-1431857, DUE-1431541, DUE-1431940, DUE-1432052, DUE-1432765.
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Footnotes:
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*This material is based upon work supported by the National Science Foundation under Grant Nos. DUE-1431857, DUE-1431541, DUE-1431940, DUE-1432052, DUE-1432765.
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Presentation:
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sm2018_AAPT Summer 2018 Poster.pdf
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