Incorporating explicit discussions on the duality of reasoning into physics instruction
Alistair McInerny; Andrew Boudreaux; Mila Kryjevskaia · 2025 · Physical Review Physics Education Research
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
This article reports on a controlled study to investigate the efficacy of incorporating explicit discussions about the duality of human reasoning and its implications for learning in physics instruction. The central goal is to probe to what extent, if at all, such discussions improve student performance on tasks that tend to elicit intuitively appealing but incorrect responses. We hypothesized that explicitly discussing the reasoning pathways and hazards associated with the interactions between automatic process 1 and deliberate process 2 could boost students’ performance on a variety of topic
Abstract by Alistair McInerny; Andrew Boudreaux; Mila Kryjevskaia, Physical Review Physics Education Research (2025) — licensed CC BY 4.0.
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Metadata source: DOAJ · DOI 10.1103/physrevphyseducres.21.010135