Reasoning in Physics: Insights from a Dual-Process Perspective

Dual-Process Theories of Reasoning (DPToR) have gained increasing recognition as a valuable framework in physics education research for understanding why students often rely on intuitive but incorrect ideas, even when they have the formal knowledge needed to answer correctly. In this talk, I will examine what DPToR currently offers to our community. I will discuss both its successes and limitations, highlighting nuances such as different levels of mindware strength and situational features that can either suppress or promote reflective reasoning. I will highlight examples of research and instructional strategies that have been successful, as well as cases where similar efforts did not work. I will outline emerging directions, emphasizing what still needs to be understood about the relationship among intuition, formal knowledge, and reasoning. The goal is to spark discussion about how a DPToR framework can support future research and curriculum development.