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The Northern Division Meeting will consist of two one-hour sessions online on 11/9 and 11/16 with Dr. Mackenzie Stetzer of the University of Maine, Dr. Mila Kryjevskaia of North Dakota State University and Dr. Beth Lindsey from Penn State Greater Allegheny.
The development of reasoning and critical thinking skills is an important outcome for all STEM classes. However, an emerging body of research has shown that, even after research-based instruction, students who demonstrate correct conceptual understanding and reasoning on one task often fail to use the same knowledge and skills on related tasks. Observed inconsistencies can be accounted for by dual-process theories of reasoning (DPToR), which assert that human cognition relies on two thinking processes. The first, the heuristic process, is fast, intuitive, and automatic, while the second, the analytic process, is slow, effortful, and deliberate. Our project team is working on leveraging DPToR to guide the development and testing of interventions (primarily in physics) that (1) better support student reasoning skills and (2) help us identify and articulate specific mechanisms by which the interventions help students reason more productively. In the first part of this two-part interactive workshop, we will begin by providing an overview of DPToR and discussing implications for student reasoning in STEM. Participants will then have opportunities to: (1) identify patterns in student responses to specific assessment tasks in physics, (2) explore DPToR-aligned interventions and associated performance data and student responses, and (3) gain insight into strategies that may better support student reasoning. The second part will focus exclusively on the development of DPToR-aligned assessments and interventions for your own chemistry courses.
LINK to ZOOM recordings for the Nov. 9th portion of the workshop: