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Dual-process theories of reasoning suggest that humans reason using two processes often referred to as process 1 (heuristic) and process 2 (analytic). When presented with a situation requiring any sort of reasoning or decision making, process 1 automatically engages and generates an initial mental model to address the situation. Process 2 may or may not be engaged to assess the initial model as a plausible solution. In a study by Kryjevskaia , a “screening” question regarding a pulse on a spring aimed to identify students with relevant content knowledge who nevertheless seemed to rely on process 1 when answering a subsequent “target” question. The study was offered as evidence that dual-process theories can explain some discrepancies in student responses to related questions. The study described here assesses the same pair of questions for their ability to distinguish between incorrect answers that stem from inadequate conceptual understanding and those that stem from reasoning approaches. We use Frederick’s cognitive reflection test as part of this analysis. Our results largely support a dual-process-theories perspective of student reasoning. Published by the American Physical Society2025
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Conceptual framework for understanding empathy in physics faculty
Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretical model for empathy development and navigation in physics faculty as they engage with students and colleagues. Two pathways—cognitive and affective—are connected with previous work and explored. Cognitive empathy, a slower, intellectual process, is mediated through reflective witnessing, whereas affective empathy, a faster, emotional process, builds on shared or adjacent lived experiences. Understanding the nuances associated with the different pathways can inform efforts to increase participation and foster an inclusive environment, which often presumes a meaningful understanding of what best supports individual students. Published by the American Physical Society2024
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- Award ID(s):
- 2222337
- PAR ID:
- 10639690
- Publisher / Repository:
- APS Physical Review Journals
- Date Published:
- Journal Name:
- Physical Review Physics Education Research
- Volume:
- 20
- Issue:
- 2
- ISSN:
- 2469-9896
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1103/PhysRevPhysEducRes.20.020148
