Interventions to Help Students Recognize and Resolve Reasoning Inconsistencies: An Application of Dual-Process Theories

Dual-process theories of reasoning suggest that humans reason using two processes, sometimes referred to as "intuitive" (process 1) and "analytic" (process 2). When students are faced with a physics question, process 1 may produce a quick and appealing solution. If the student reflects on that answer and engages process 2, and if they have adequate content knowledge for a valid analysis, they may find their initial solution to be faulty. If they don't reflect, or if their content knowledge is inadequate, they may not detect the fault in their initial solution. This talk presents evidence that shows that a short online intervention can help introductory physics students recognize reasoning inconsistencies and activate process 2 effectively to override initial incorrect responses on a particular task.