Detecting Student's Dual-Process Reasoning in Introductory Undergraduate Physics

在这个能力建设项目中，研究人员提议复制一个研究项目，在一所历史悠久的黑人学院和大学的本科物理课堂上调查双重过程推理。双加工理论指出，当面对一个决定时，学生可能会使用自主认知系统(T1)和依赖于工作记忆和心理模拟的反思系统(T2S)。目前的项目建立在先前的研究基础上，这些研究应用推理的启发式分析理论来检查学生在物理环境中的直觉思维。先前的项目研究了与电容器和机械波相关的概念。在目前的项目中，研究人员将学习与牛顿力学相关的概念。这项研究旨在提供干预措施，帮助学生发展有效的直觉，并使用正式的物理推理来评估物理情况。调查员将实施一项专业发展计划，以获得进行STEM教育研究的技能和能力。发展活动包括指导，以及多元统计和混合方法研究的设计和实施课程。除了它有可能提高学生在物理和其他STEM课程上的成功之外，该项目还将使研究者能够在未来对学生的元认知进行研究。这项研究将调查反思性思维的测量与概念物理问题的表现在多大程度上相关。研究的指导假设是：(1)正确回答筛选问题的学生会对目标问题的正确答案与作为较高认知反思技能的测试标准的关键反思测试(CRT)呈正相关；(2)正确回答筛选问题的学生会与后续问题的正确推理呈正相关；(3)CRT测试显示出较高的反思思维倾向的学生更有可能对目标问题进行形式物理推理(即对所有问题提供正确的答案和正确的推理)；(4)选修微积分物理1的学生的CRT平均分高于选修概念物理的学生。访谈数据将在两节物理入门课上收集三个学期的数据，并通过复制先前研究中筛选问题和目标问题的系统进行分析。数据将使用效应大小、逻辑回归和t检验进行分析。该研究计划创建了一些问题，在更广泛的学生中探索双过程推理，并为理解双过程推理创建了诊断和基线，可用于研究干预措施的影响，以提高HBCU学生的反思性和分析性思维。研究结果将有助于制定干预措施，以提高未被充分代表的学生的推理和分析技能，并建设能力，以在该机构制定充满活力的物理教育研究计划。本项目由EHR核心研究(ECR)计划的ECR：STEM教育研究竞赛中的能力建设支持。ECR资助STEM教育研究项目，重点关注STEM学习和学习环境、扩大STEM领域的参与以及STEM专业劳动力发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

In this capacity building project, the investigator proposes to replicate a research project to investigate dual process reasoning in an undergraduate physics classroom at a Historically Black College and University. Dual process theories state that when faced with a decision, students may use both an autonomous system of cognition (T1S) and a reflective system (T2S) that relies on working memory and mental simulations. The current project builds on prior research that applied the heuristic-analytic theory of reasoning to examine students’ intuitive thinking in the context of physics. The prior project studied concepts related to capacitors and mechanical waves. In the current project, the investigator will study concepts related to Newtonian mechanics. This research is intended to inform interventions that can help students develop valid intuitions and evaluate physical situations using formal physics reasoning. The investigator will implement a professional development plan to acquire skills and competencies to conduct STEM education research. Development activities include mentoring, and courses in multivariate statistics and in design and implementation of mixed methods research. In addition to its potential to enhance student success in physics and other STEM courses, the project will position the investigator to conduct future research on metacognition in students. The study will investigate to what extent measures of reflective thinking correlate with performance on conceptual physics problems. The guiding hypotheses are: (1) Students who answer the screening questions correctly will show a positive correlation between correct answers on target questions and Critical Reflection Test (CRT) taken as a measure of higher cognitive reflection skills; (2) Students who answer the screening questions correctly will show a positive correlation between CRT scores and correct reasoning on a subsequent question; (3) Students who show a higher propensity for reflective thinking, as measured by the CRT, are more likely to use formal physics reasoning on the target questions (i.e. provide correct answers and correct reasoning for all questions); and (4) Students taking Calculus-based Physics 1 will have higher average CRT scores than those taking Conceptual Physics. Interview data will be collected for three semesters in two introductory physics classes and analyzed by replicating the system of screening questions and target questions from the earlier study. Data will be analyzed using effect sizes, logic regression, and a t-test. The research plan creates questions that probe dual-process reasoning in a broader range of students and creates diagnostics and a baseline for understanding dual-process reasoning that can be used to study the influence of interventions to improve reflective, analytic thinking among HBCU students. The research results will contribute to developing interventions to improve the reasoning and analysis skills of underrepresented students and build capacity to develop a vibrant physics education research program at the institution. This project is supported by the ECR: Building Capacity in STEM Education Research competition of the EHR Core Research (ECR) program. ECR funds STEM education research projects that are focused on STEM learning and learning environment, broadening participation in STEM fields, and STEM professional workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.