Instructional Interventions Designed to Help Undergraduate Physics Students Recognize and Overcome Reasoning Inconsistencies

This research draws on Dual Process Theories of Reasoning, which suggest that humans reason using two mental processes: Process 1 (heuristic) and Process 2 (analytic).~The goal of this research is to develop interventions in introductory undergraduate physics courses that will help students recognize reasoning inconsistencies and activate Process 2 thinking effectively to override initial incorrect responses.~In a prior study (Kryjevskaia et al., 2014), screening and target questions were designed to identify students with the relevant content knowledge who nevertheless relied on Process 1 thinking when answering the target question.~In the current study, ``intervention'' and ``consistency'' questions were added with the intent of alerting students to inconsistencies in their reasoning.~Students recognizing inconsistency could re-answer the target question. Preliminary results will be discussed. Reference: Kryjevskaia, M., Stetzer, M. R., {\&} Grosz, N. (2014). Answer first: Applying the heuristic-analytic theory of reasoning to examine student intuitive thinking in the context of physics. \textit{Physical Review Special Topics - Physics Education Research}, \textit{10}(2), 1--12. \underline {https://doi.org/10.1103/PhysRevSTPER.10.020109}