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written by
Mila Kryjevskaia, MacKenzie R. Stetzer, Beth A. Lindsey, Alistair McInerny, Paula R. L. Heron, and Andrew Boudreaux
[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 represents an important first step in efforts to account for and leverage domain-general reasoning phenomena in physics education.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020140
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=15634">Kryjevskaia, M, M. Stetzer, B. Lindsey, A. McInerny, P. Heron, and A. Boudreaux. "Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020140.</a>
![]() M. Kryjevskaia, M. Stetzer, B. Lindsey, A. McInerny, P. Heron, and A. Boudreaux, , Phys. Rev. Phys. Educ. Res. 16 (2), 020140 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020140).
![]() M. Kryjevskaia, M. Stetzer, B. Lindsey, A. McInerny, P. Heron, and A. Boudreaux, Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention, Phys. Rev. Phys. Educ. Res. 16 (2), 020140 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020140>.
![]() Kryjevskaia, M., Stetzer, M., Lindsey, B., McInerny, A., Heron, P., & Boudreaux, A. (2020, December 4). Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention. Phys. Rev. Phys. Educ. Res., 16(2), 020140. Retrieved June 16, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020140
![]() Kryjevskaia, M, M. Stetzer, B. Lindsey, A. McInerny, P. Heron, and A. Boudreaux. "Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention." Phys. Rev. Phys. Educ. Res. 16, no. 2, (December 4, 2020): 020140, https://doi.org/10.1103/PhysRevPhysEducRes.16.020140 (accessed 16 June 2024).
![]() Kryjevskaia, Mila, MacKenzie R. Stetzer, Beth Lindsey, Alistair McInerny, Paula R. L. Heron, and Andrew Boudreaux. "Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020140. 16 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020140>.
![]() @article{
Author = "Mila Kryjevskaia and MacKenzie R. Stetzer and Beth Lindsey and Alistair McInerny and Paula R. L. Heron and Andrew Boudreaux",
Title = {Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {16},
Number = {2},
Pages = {020140},
Month = {December},
Year = {2020}
}
![]() %A Mila Kryjevskaia %A MacKenzie R. Stetzer %A Beth Lindsey %A Alistair McInerny %A Paula R. L. Heron %A Andrew Boudreaux %T Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D December 4, 2020 %P 020140 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020140 %O application/pdf ![]() %0 Journal Article %A Kryjevskaia, Mila %A Stetzer, MacKenzie R. %A Lindsey, Beth %A McInerny, Alistair %A Heron, Paula R. L. %A Boudreaux, Andrew %D December 4, 2020 %T Designing research-based instructional materials that leverage dual-process theories of reasoning: Insights from testing one specific, theory-driven intervention %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020140 %8 December 4, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020140 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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Curriculum Development: Theory into Design
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