Collaborative Research: Establishing a New Model for Research-Based Curriculum Development in Physics Aligned with Dual-Process Theories of Reasoning

协作研究：建立与双过程推理理论相一致的物理研究型课程开发新模式

基本信息

批准号：
1821400
负责人：
Beth Lindsey
金额：
$ 15.89万
依托单位：
Pennsylvania State Univ University Park
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-10-01 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821400&HistoricalAwards=false
关键词：
Collaborative Research Establishing New Model

项目摘要

The development of reasoning and critical thinking skills is possibly the most important outcome of college physics instruction, as these abilities extend to all STEM disciplines. They are integral to many non-STEM professions as well. However, research has shown that students who demonstrate correct conceptual understanding and reasoning on one task often fail to use the same knowledge and skills on related tasks. Observed inconsistencies can be accounted for by dual-process theories of reasoning. These theories assert that human cognition relies on two thinking processes. The first heuristic process is fast, intuitive, and automatic. The second analytic process is slow, effortful, and deliberate. Students get incorrect answers when their analytical process fails to reject an incorrect intuitive response. This project will develop classroom activities that give students opportunities to slow down, examine intuitively appealing responses, and recognize instances of biased reasoning. Becoming aware of one's own thinking paths and reasoning approaches is a critical step toward more expert-like reasoning in physics and beyond.This five-year collaborative project will integrate findings and models from cognitive science into research-based curriculum development efforts in physics to maximize their efficacy by improving student reasoning skills. The project will first develop and document instructional interventions that improve student reasoning. Secondly, it will identify specific mechanisms by which such interventions help students reason productively. Thirdly, the project will establish a framework for curriculum development explicitly aligned with dual-process theories of reasoning. Central to the project will be the development of a portfolio of illustrative examples of research-based instructional materials (along with instructor resources) that attend explicitly to the dual nature of human thinking. The materials will adapt or supplement existing interventions and thus improve their impact. In addition, this project will help researchers gain greater insight into: (1) the reasoning approaches employed by novice physics learners, (2) the factors and circumstances contributing to intuitive student ideas, and (3) strategies by which students mediate their intuitive thinking. Finally, the project will establish a comprehensive framework for developing or enhancing instructional materials that draw upon dual-process theories of reasoning.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.

推理和批判性思维能力的发展可能是大学物理学教学的最重要结果，因为这些能力扩展到所有STEM学科。它们也是许多非茎专业的组成部分。但是，研究表明，在一项任务上表现出正确的概念理解和推理的学生通常无法在相关任务上使用相同的知识和技能。观察到的不一致可以通过推理的双过程理论来解释。这些理论断言人类认知依赖于两个思维过程。第一个启发式过程是快速，直观且自动的。第二个分析过程是缓慢，努力和故意的。当学生分析过程未能拒绝不正确的直观响应时，会得到错误的答案。该项目将开发课堂活动，使学生有机会放慢脚步，检查直觉上吸引人的反应并认识到有偏见的推理实例。意识到自己的思维道路和推理方法是迈向物理及以后的更像专家的推理的关键一步。这项五年的协作项目将将认知科学的发现和模型整合到基于研究的课程的物理学开发工作中，以通过提高学生的推理能力来最大程度地提高其功效。该项目将首先制定并记录改善学生推理的教学干预措施。其次，它将确定这种干预措施帮助学生有效推理的特定机制。第三，该项目将建立一个与双重过程理论明确一致的课程开发框架。该项目的核心是开发基于研究的教学材料的说明性示例（以及教师资源），这些示例明确地参加了人类思维的双重性质。材料将适应或补充现有的干预措施，从而改善其影响。此外，该项目将帮助研究人员更深入地了解：（1）新手物理学学习者采用的推理方法，（2）导致直觉学生理念的因素和环境，以及（3）学生介导他们直觉思维的策略。最后，该项目将建立一个全面的框架，用于开发或增强借鉴推理双过程理论的教学材料。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估评估标准来通过评估来支持的。

项目成果

期刊论文数量（10）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making

利用推理和决策的双过程理论探索和支持学生的物理推理

DOI：
10.1103/physrevphyseducres.17.020137
发表时间：
2021
期刊：
Physical Review Physics Education Research
影响因子：
3.1
作者：
Speirs, J. Caleb;Stetzer, MacKenzie R.;Lindsey, Beth A.;Kryjevskaia, Mila
通讯作者：
Kryjevskaia, Mila

Investigating student ability to follow reasoning chains: The role of conceptual understanding

调查学生遵循推理链的能力：概念理解的作用

DOI：
10.1103/physrevphyseducres.19.010128
发表时间：
2023
期刊：
Physical Review Physics Education Research
影响因子：
3.1
作者：
Lindsey, Beth A.;Stetzer, MacKenzie R.;Speirs, J. Caleb;Ferm, William N.;van Hulten, Alexander
通讯作者：
van Hulten, Alexander

Insights from an intervention designed to support consistent reasoning

旨在支持一致推理的干预措施的见解