Examining Students Reasoning in Physics Through the Lens of the Dual Process Theories of Reasoning: The Context of Forces and Newton’s Laws
Examining Students Reasoning in Physics Through the Lens of the Dual Process Theories of Reasoning: The Context of Forces and Newton’s Laws
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通过推理的双重过程理论检验学生的物理推理：力和牛顿定律的背景
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Nathaniel Grosz
中科院分区：
文献类型：
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作者：
Mila Kryjevskaia;Nathaniel Grosz
先前的研究发现了一个在物理入门课程（及以后）中观察到的常见现象：学生经常在一项任务上表现出有能力的推理，但在另一项密切相关的任务上却没有。有时，学生根本不具备有效推理所需的正式知识（称为思维软件）。在其他情况下，学生们似乎放弃了形式推理，而倾向于更吸引人的直觉想法。这些观察到的不一致性可以用推理的双重过程理论来解释，该理论断言认知依赖于两个思维过程。第一个过程是快速、直观和自动的;第二个过程是缓慢、基于规则和费力的。通过缓慢和分析过程的有效参与来调解自动反应的倾向被称为认知反思技能。我们目前的实证调查结果表明，无论是意识和认知反射技能在物理性能中发挥关键作用。此外，即使在存在思维工具的情况下，认知反思能力低的学生也倾向于对某些类型的物理任务进行直觉推理。我们认为，努力发展的教学干预，考虑到学生的推理倾向是实现进一步提高物理性能的关键。
Prior research identified a common phenomenon observed in introductory physics courses (and beyond): Students often demonstrate competent reasoning on one task, but not on another, closely related task. Sometimes, students simply do not possess the formal knowledge necessary to reason productively (referred to as mindware). In other cases, students seem to abandon the formal reasoning in favor of more appealing intuitive ideas. These observed inconsistencies can be accounted for by the dual process theories of reasoning, which assert that cognition relies on two thinking processes. The first process is fast, intuitive, and automatic; the second is slow, rule-based, and effortful. The tendency toward mediating automatic responses via productive engagement of the slow and analytic process is called the cognitive reflection skills. We present results from an empirical investigation suggesting that both mindware and cognitive reflection skills play key roles in physics performance. Moreover, even in the presence of mindware, students with low cognitive reflection skills tend to reason intuitively on certain types of physics tasks. We argue that efforts directed toward the development of instructional interventions that take into account tendencies in student reasoning are critical for achieving further improvements in physics performance.
利用物理学对能量的理解来克服化学中无效的直觉
影响因子：
3.1
作者：
Lindsey, Beth A.;Nagel, Megan L.;Savani, Brandi N.
通讯作者：
Savani, Brandi N.