Developing Question Sequences to Identify and Remedy Student Reasoning Inconsistencies

Dual process theories of reasoning suggest that humans reason using System 1 (heuristic) and System 2 (analytic) thinking processes. The aim of this research is to develop question sequences that serve two purposes: 1) to identify physics students with relevant content knowledge who nevertheless relied on System 1 thinking on a “target” question, and 2) to help students recognize reasoning inconsistencies and activate System 2 thinking effectively to override initial incorrect responses. Screening and target questions are used to identify students making reasoning errors, and intervention questions are designed to alert students of the need to reevaluate their reasoning. Students then have an opportunity to re-answer the target question. The cognitive reflection test (1) (CRT) is often used to assess the propensity for cognitive reflection, and we will present comparisons of student scores on the CRT and their responses to our questions. Data from recent iterations in calculus-based physics courses at the University of Washington will be discussed.

(1) Frederick, S., J. Econ. Perspect. 19, 2005.