Replication of a Dual-process based Instructional Intervention

Emerging research suggests that even after instruction, students who demonstrate correct reasoning on one task often fail to apply the same approach on related tasks. Observed inconsistencies can be accounted for by dual-process theories of reasoning (DPToR), which describe two separate but interacting thinking processes, a fast, intuitive, automatic process, and a slow, effortful, deliberate process. Over the past few years, we have used DPToR to guide the design of an intervention to improve student reasoning about the terminal speed behavior of falling objects. Published results from a controlled experiment suggest the approach is effective for addressing persistent learning difficulties.¹ More recently, we have attempted to replicate the findings and extend the strategy to related contexts. This talk will share preliminary results from this replication effort, including some interpretation and discussion of potential methodological implications.

1. Lindsey et al., Phys. Rev. Phys. Educ. Res. 20, 020116 (2024).