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

One of the frameworks to look at student reasoning in physics is the Dual Process Theory of Reasoning (DPToR). To date, DPToR framework to analyze student reasoning has mostly been used in a calculus-based physics class. In this study, we plan to use the DPToR framework and methodology of screening-target questions for an algebra-based physics class. We plan on using already established screening-target question pairs to analyze algebra-based physics students’ physics knowledge. Since algebra-based physics courses contain a majority of life sciences/medical students, we also redesigned the context in these screening-target pair questions to be in a context more relevant towards the students in the class. Both versions of the questions require the same physics knowledge and skills, but only differ in context. Half of the students will answer the screening-target questions with the original context while the other half will answer the modified context versions. We will report on the differences in performance and implications of the physics context versus biology context questions.