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Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches
written by Mila Kryjevskaia, MacKenzie R. Stetzer, and Thanh K. Le
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.
Physics Education Research Conference 2014
Part of the PER Conference series
Minneapolis, MN: July 30-31, 2014
Pages 143-146
Subjects Levels Resource Types
Classical Mechanics
- Applications of Newton's Laws
= Friction
Education - Basic Research
- Alternative Conceptions
- Problem Solving
= Heuristics
= Metacognition
= Processes
- Lower Undergraduate
- Reference Material
= Research study
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- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2014…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2014.pr.032
NSF Numbers:
0962805
1245999
1245313
PACS:
01.30.Cc
Keywords:
PERC 2014, dual-process theory, friction, inconsistency, metacognition, reasoning
Record Creator:
Metadata instance created April 24, 2015 by Lyle Barbato
Record Updated:
May 28, 2015 by Bruce Mason
Last Update
when Cataloged:
April 28, 2015
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Record Link
AIP Format
M. Kryjevskaia, M. Stetzer, and T. Le, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068).
AJP/PRST-PER
M. Kryjevskaia, M. Stetzer, and T. Le, Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068>.
APA Format
Kryjevskaia, M., Stetzer, M., & Le, T. (2014, July 30-31). Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches. Paper presented at Physics Education Research Conference 2014, Minneapolis, MN. Retrieved October 24, 2021, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068
Chicago Format
Kryjevskaia, M, M. Stetzer, and T. Le. "Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068 (accessed 24 October 2021).
MLA Format
Kryjevskaia, Mila, MacKenzie R. Stetzer, and Thanh Le. "Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches." Physics Education Research Conference 2014. Minneapolis, MN: 2014. 143-146 of PER Conference. 24 Oct. 2021 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068>.
BibTeX Export Format
@inproceedings{ Author = "Mila Kryjevskaia and MacKenzie R. Stetzer and Thanh Le", Title = {Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches}, BookTitle = {Physics Education Research Conference 2014}, Pages = {143-146}, Address = {Minneapolis, MN}, Series = {PER Conference}, Month = {July 30-31}, Year = {2014} }
Refer Export Format

%A Mila Kryjevskaia %A MacKenzie R. Stetzer %A Thanh Le %T Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches %S PER Conference %D July 30-31 2014 %P 143-146 %C Minneapolis, MN %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068 %O Physics Education Research Conference 2014 %O July 30-31 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Kryjevskaia, Mila %A Stetzer, MacKenzie R. %A Le, Thanh %D July 30-31 2014 %T Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches %B Physics Education Research Conference 2014 %C Minneapolis, MN %P 143-146 %S PER Conference %8 July 30-31 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13469&DocID=4068


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Failure to Engage: Examining the Impact of Metacognitive Interventions on Persistent Intuitive Reasoning Approaches:


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