Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development of research-based instructional materials for phys...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Mila Kryjevskaia, MacKenzie R. Stetzer, Beth A. Lindsey, Alistair McInerny, Paula R. L. Heron, Andrew Boudreaux
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/ddea47c6d53c43b989816c3aa82ac7c8
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:ddea47c6d53c43b989816c3aa82ac7c8
record_format	dspace
spelling	oai:doaj.org-article:ddea47c6d53c43b989816c3aa82ac7c82021-12-02T14:23:35ZDesigning research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention10.1103/PhysRevPhysEducRes.16.0201402469-9896https://doaj.org/article/ddea47c6d53c43b989816c3aa82ac7c82020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020140http://doi.org/10.1103/PhysRevPhysEducRes.16.020140https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development of research-based instructional materials for physics courses. Reports on the design of these materials have tended to focus on overall improvements in student performance, while the role of theory in informing the development, refinement, and assessment of the materials is often not clearly articulated. In this article, we illustrate how dual-process theories of reasoning and decision making have guided the ongoing development, testing, and analysis of an instructional intervention, implemented at three different institutions, designed to build consistency in student reasoning about the application of Newton’s 2nd law to objects at rest. By employing constructs from cognitive science associated with dual-process theories of reasoning (such as mindware and cognitive reflection), we were able not only to examine the overall improvement in student performance but also to investigate the impact of the intervention on two aspects of productive reasoning—mindware and cognitive reflection. Our analysis showed that the intervention strengthened students’ mindware such that students were able to apply it as a criterion while checking the validity of their intuitive responses. Moreover, logistic regression revealed that the success of our intervention was mediated by the students’ cognitive reflection skills. Indeed, for students with comparable mindware, those who demonstrated a weaker tendency toward cognitive reflection were less likely to initiate conflict detection and therefore never had the opportunity to utilize their mindware. We believe that this kind of integrated, theory-driven approach to intervention design and testing represents an important first step in efforts to both account for and leverage domain-general reasoning phenomena in the learning and teaching of physics.Mila KryjevskaiaMacKenzie R. StetzerBeth A. LindseyAlistair McInernyPaula R. L. HeronAndrew BoudreauxAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020140 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Mila Kryjevskaia MacKenzie R. Stetzer Beth A. Lindsey Alistair McInerny Paula R. L. Heron Andrew Boudreaux Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development of research-based instructional materials for physics courses. Reports on the design of these materials have tended to focus on overall improvements in student performance, while the role of theory in informing the development, refinement, and assessment of the materials is often not clearly articulated. In this article, we illustrate how dual-process theories of reasoning and decision making have guided the ongoing development, testing, and analysis of an instructional intervention, implemented at three different institutions, designed to build consistency in student reasoning about the application of Newton’s 2nd law to objects at rest. By employing constructs from cognitive science associated with dual-process theories of reasoning (such as mindware and cognitive reflection), we were able not only to examine the overall improvement in student performance but also to investigate the impact of the intervention on two aspects of productive reasoning—mindware and cognitive reflection. Our analysis showed that the intervention strengthened students’ mindware such that students were able to apply it as a criterion while checking the validity of their intuitive responses. Moreover, logistic regression revealed that the success of our intervention was mediated by the students’ cognitive reflection skills. Indeed, for students with comparable mindware, those who demonstrated a weaker tendency toward cognitive reflection were less likely to initiate conflict detection and therefore never had the opportunity to utilize their mindware. We believe that this kind of integrated, theory-driven approach to intervention design and testing represents an important first step in efforts to both account for and leverage domain-general reasoning phenomena in the learning and teaching of physics.
format	article
author	Mila Kryjevskaia MacKenzie R. Stetzer Beth A. Lindsey Alistair McInerny Paula R. L. Heron Andrew Boudreaux
author_facet	Mila Kryjevskaia MacKenzie R. Stetzer Beth A. Lindsey Alistair McInerny Paula R. L. Heron Andrew Boudreaux
author_sort	Mila Kryjevskaia
title	Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
title_short	Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
title_full	Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
title_fullStr	Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
title_full_unstemmed	Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
title_sort	designing research-based instructional materials that leverage dual-process theories of reasoning: insights from testing one specific, theory-driven intervention
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/ddea47c6d53c43b989816c3aa82ac7c8
work_keys_str_mv	AT milakryjevskaia designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention AT mackenzierstetzer designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention AT bethalindsey designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention AT alistairmcinerny designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention AT paularlheron designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention AT andrewboudreaux designingresearchbasedinstructionalmaterialsthatleveragedualprocesstheoriesofreasoninginsightsfromtestingonespecifictheorydrivenintervention
_version_	1718391457283309568

Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention

Ejemplares similares