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• W2477034887 abstract "According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT) is a widely used and robust three item instrument that measures the tendency to override system 1 thinking and to engage in reflective, system 2 thinking. Each item on the CRT has an intuitive (but wrong) answer that must be rejected in order to answer the item correctly. We therefore hypothesized that performance on the CRT may give useful insights into the cognitive processes involved in learning physics, where success involves rejecting the common, intuitive ideas about the world (often called misconceptions) and instead carefully applying physical concepts. This paper presents initial results from an ongoing study examining the relationship between students’ CRT scores and their performance on the Force Concept Inventory (FCI), which tests students’ understanding of Newtonian mechanics. We find that a higher CRT score predicts a higher FCI score for both precourse and postcourse tests. However, we also find that the FCI normalized gain is independent of CRT score. The implications of these results are discussed.Received 29 March 2016DOI:https://doi.org/10.1103/PhysRevPhysEducRes.12.023101This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasAssessmentLearning theoryScientific reasoning & problem solvingPhysics Education Research" @default.
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• W2477034887 date "2016-07-28" @default.
• W2477034887 modified "2023-10-14" @default.
• W2477034887 title "Can dual processing theory explain physics students’ performance on the Force Concept Inventory?" @default.
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• W2477034887 doi "https://doi.org/10.1103/physrevphyseducres.12.023101" @default.
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