Investigating the Efficacy of Attending to Reflexive Cognitive Processes in the Context of Newton's Second Law

Autor/inn/en	Speirs, J. Caleb; Leuteritz, Robyn; Lê, Thanh K.; Deng, Rose; Ell, Shawn W.
Titel	Investigating the Efficacy of Attending to Reflexive Cognitive Processes in the Context of Newton's Second Law
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010108 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Speirs, J. Caleb) ORCID (Leuteritz, Robyn) ORCID (Deng, Rose)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Instruction; Teaching Methods; Scientific Concepts; Concept Formation; Instructional Improvement; Cognitive Processes; Comparative Analysis; Reflection; Difficulty Level; Decision Making; Introductory Courses; Undergraduate Students; Student Attitudes + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Unterrichtsqualität; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Decision-making; Entscheidungsfindung; Einführungskurs; Schülerverhalten
Abstract	Even after research-based instruction, students who demonstrate the ability to assemble relevant conceptual knowledge on one physics question may have difficulty assembling that same knowledge on a closely related problem. Recent research has suggested that reflexive, bottom-up reasoning processes seemingly unrelated to the physics concepts themselves may be responsible for these difficulties. Research has also suggested that attending to these reflexive processes during instruction may improve performance to a greater degree than attending solely to top-down, reflective thinking. Leveraging these findings to meaningfully improve instruction is important. We have, therefore, investigated the impact of training focused on Newton's second law targeted at reflexive reasoning processes and compared results to a more standard reflective approach to the same topic. We find that an approach targeted toward reflexive reasoning processes improves performance on a difficult physics question to the same or greater degree as a typical reflective approach. Furthermore, we find that many students whose performance on a difficult physics question increased after the reflexive training also explained correct conceptual reasoning on that question, suggesting that conceptual understanding was bolstered by the bottom-up, reflexive training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01