Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches
Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches
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参与失败：检查元认知干预对持续直觉推理方法的影响
DOI：
10.1119/perc.2014.pr.032
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Thanh K. Lê
中科院分区：
文献类型：
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作者：
Mila Kryjevskaia;M. R. Stetzer;Thanh K. Lê
介绍性学生在用于评估他们对特定物理主题的理解的类似任务上的表现可能差异很大;在一个任务上表现出的概念和推理能力通常不会在另一个密切相关的任务上表现出来。事实上，在那些强烈激发学生直觉想法的任务上，学生的表现往往很差。在此之前，我们开发了一个配对问题的方法来解开推理方法的概念理解，并使用双过程分析理论的推理来解释观察到的不一致的学生推理。有人认为，元认知可以促进推理过程中分析过程的生产性参与。在这项研究中，我们研究了学生的推理模式的三个元认知干预，不同的重点和脚手架显着的影响。我们的研究结果表明，即使是对学生有强大的概念理解，不正确的直觉推理仍然存在，这些干预措施似乎并没有更有效地参与分析过程。
The performance of introductory students on similar tasks used to assess their understanding of a particular physics topic can vary widely; conceptual and reasoning competence demonstrated on one task is often not exhibited on another, closely related task. Indeed, performance is often poor on tasks that strongly elicit students' intuitive ideas. Previously, we developed a paired-question methodology to disentangle reasoning approaches from conceptual understanding and used the dual process heuristic-analytic theory of reasoning to account for observed inconsistencies in student reasoning. It has been argued that metacognition may foster the productive engagement of the analytic process during reasoning. In this study, we examined the impact on student reasoning patterns of three metacognitive interventions that varied significantly in both focus and scaffolding. Our findings suggest that, even for students with a robust conceptual understanding, incorrect intuitive reasoning persists and these interventions do not appear to engage the analytic process more productively.