Understanding the nature of student reasoning in physics using dual-process theories of reasoning
An emerging body of research has shown that, even after research-based instruction, students who demonstrate correct conceptual understanding and reasoning on one task often fail to use the same knowledge and skills on related tasks. Researchers are increasingly using dual-process theories of reasoning (DPToR) as an explanatory model that can predict student reasoning patterns. In this talk, I will review the history of using DPToR in physics education research and how it is being leveraged to create interventions aimed at improving student reasoning. I will discuss ongoing work and discuss future directions that this research can be taken.
This is a brown-bag seminar, so please feel free to bring your lunch with you.