Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention
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设计基于研究的教学材料，利用双过程推理理论：测试一种特定的、理论驱动的干预措施的见解
DOI：
10.1103/physrevphyseducres.16.020140
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发表时间：
2020
影响因子：
3.1
通讯作者：
Boudreaux, Andrew
中科院分区：
文献类型：
--
作者：
Kryjevskaia, Mila;Stetzer, MacKenzie R.;Lindsey, Beth A.;McInerny, Alistair;Heron, Paula R. L.;Boudreaux, Andrew
本文是《课程开发聚焦文集：从理论到设计》的一部分。[参考译文]物理教育研究通过为物理课程的研究性教学材料的开发提供信息，对大学物理的学与教作出了实质性的贡献。关于这些教材设计的报告往往侧重于学生成绩的全面提高，而理论在教材开发、改进和评估中的作用往往没有明确阐述。在本文中，我们说明了推理和决策的双过程理论如何指导在三个不同机构实施的教学干预的持续开发、测试和分析，旨在建立学生对牛顿第二定律应用于静止物体的推理的一致性。通过使用认知科学中与推理双过程理论（如思维和认知反思）相关的结构，我们不仅能够检查学生表现的整体改善，还能够调查干预对生产性推理的两个方面——思维和认知反思的影响。我们的分析表明，干预加强了学生的意识，使学生能够将其作为标准，同时检查他们的直觉反应的有效性。此外，逻辑回归分析显示，干预的成功与否与学生的认知反思能力有关。事实上，对于那些具有类似心态的学生来说，那些表现出较弱的认知反思倾向的学生不太可能发起冲突检测，因此从来没有机会利用他们的心态。我们相信，这种综合的、理论驱动的干预设计和测试方法代表了在物理学习和教学中努力解释和利用领域一般推理现象的重要的第一步。
[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.
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影响因子：
8.4
作者：
Frederick, S
通讯作者：
Frederick, S
研究作为课程开发的指南：以电导论为例
DOI：
10.1119/1.17003
发表时间：
1992
期刊：
The changing role of physics departments in modern universities
影响因子：
--
作者：
P. Schaffer;L. McDermott
通讯作者：
L. McDermott
选择任务的匹配偏差：速度快且感觉良好
影响因子：
2.6
作者：
V. Thompson;Jonathan Evans;Jamie I. D. Campbell
通讯作者：
Jamie I. D. Campbell
首先回答：应用启发式分析推理理论来检查学生在物理背景下的直觉思维。
DOI：
10.1103/physrevstper.10.020109
发表时间：
2014
影响因子：
--
作者：
Mila Kryjevskaia;M. R. Stetzer;Nathaniel Grosz
通讯作者：
Nathaniel Grosz
评估基于研究的教学策略的灵活性：在讲座环境中实施入门物理教程
影响因子：
0.9
作者：
Mila Kryjevskaia;A. Boudreaux;D. Heins
通讯作者：
D. Heins