From Intuitive to Analytical: Fostering Slow Thinking for Improved Graph Understanding

Understanding motion graphs is a persistent challenge in physics education, as students often rely on fast, intuitive reasoning (System 1) that can lead to superficial or incorrect interpretations of graphs. This study investigates the impact of a brief intervention designed to foster slow, reflective thinking (System 2) in graph interpretation. University students and pre-service teachers completed task representing typical motion scenario, while short guiding questions encouraged careful analysis and focused attention on essential graph features. Posttest results showed a substantial improvement in correct responses compared to pretest, demonstrating that even minimal reflective prompts can shift reasoning from intuitive, "picture-like" readings toward deeper, conceptual understanding. Eye-tracking data confirmed increased engagement with critical graph elements. Notably, a few students reported experiencing an "aha" moment, reflecting sudden insight into the underlying relationships depicted in the graphs. These findings highlight the value of instructional strategies that promote reflective thinking, strengthen critical analysis of scientific representations, and enhance problem-solving skills. Integrating such approaches in physics classrooms can help students overcome intuitive errors and develop more robust scientific reasoning.