Leveraging dual-process theories of reasoning to support students in reasoning consistently

Inconsistencies in student reasoning that persist after instruction have been documented in a wide variety of contexts within physics. Students who are able to reason productively on one question, thereby demonstrating that they possess relevant knowledge and skills, may abandon that correct line of reasoning when answering an analogous question. Recent research suggests that such inconsistencies in reasoning may stem from the nature of human reasoning itself. An emerging body of work has made use of dual-process theories of reasoning as a framework for investigating these reasoning inconsistencies in physics. As part of a larger effort to better support student reasoning by leveraging dual-process theories of reasoning, we have designed, implemented, and tested small-scale online interventions aimed at helping students apply knowledge and skills they already possess more consistently. In addition to examining the overall effectiveness of these interventions, we have investigated individual factors that may impact how students engage with the interventions. In this talk, we will present our findings and discuss implications for curriculum development and instruction.