Determining how context matters using a Dual Process Theory of Reasoning Framework

Dual-Process Theory of Reasoning (DPToR) is one of the theoretical frameworks used to examine student reasoning in physics. To date, the framework has mostly been used to analyze student reasoning in introductory calculus-based physics courses. In this study, we use the framework and accompanying methodology of screening-target question pairs to probe student reasoning in algebra-based courses taken by life science majors. In addition, we redesigned some screening-target question pairs to examine whether offering these questions in a context more relevant to the life sciences students will improve their performance. Both original and modified sequences of questions require the same physics knowledge and skills but differ in context. Half the students in the course received the original pairs in a traditional physics context, while the other half of the class was served with the modified versions. We report on the differences in performance and discuss implications for research and instruction.