PhD project: Understanding the nature of student reasoning using dual-process theories of reasoning
Project description
An emerging body of research has shown that, even after research-based instruction, students who demonstrate correct conceptual understanding and reasoning on one task often fail to use the same knowledge and skills on related tasks. Researchers are increasingly using dual-process theories of reasoning (DPToR) as an explanatory model that can predict student reasoning patterns. Dual-process theories of reasoning explains the nature of human reasoning through two distinct processes: Process 1- a fast, heuristic, unconscious process, and process 2- a slow, analytical, conscious process.
This project will focus on probing different aspects of student reasoning in physics. This will often include giving respondents physics questions with intuitively appealing incorrect answers to understand how intuition works and how it is overridden. The exact nature of this project is flexible to the candidates interests, needs, and goals. Some areas of interest include:
- Designing and testing new physics questions
- Designing and testing new intervention strategies
- Understanding the nature of salient features in questions
- Understanding the role of epistemology in reasoning
- Utilising eye-tracking technology to probe reasoning
Some relevant literature:
Kryjevskaia, M., Heron, P. R., & Heckler, A. F. (2021). Intuitive or rational? Students and experts need to be both. Physics Today, 74(8), 28-34.
Lindsey, B. A., Boudreaux, A., Rosen, D. J., Stetzer, M. R., & Kryjevskaia, M. (2024). Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance. Physical Review Physics Education Research, 20(2), 020116.
Sowles, E., Rosen, D. J., & Stetzer, M. R. (2022, September). Using metacognitive prompts to explore student reasoning trajectories. In 2022 Physics Education Research Conference Proceedings.
Speirs, J. C., Stetzer, M. R., Lindsey, B. A., & Kryjevskaia, M. (2021). Exploring and supporting student reasoning in physics by leveraging dual-process theories of reasoning and decision making. Physical Review Physics Education Research, 17(2), 020137.
Please note: for administrative reasons, Physics Education Research at Edinburgh sits within the Institute for Condensed Matter and Complex Systems. For application purposes, the relevant research programme is Condensed Matter PhD; however, Physics Education Research PhDs are awarded as a PhD in Physics. This studentship is available for application now, for a PhD commencing in September 2025.
Project supervisor
- Dr Drew Rosen (School of Physics & Astronomy, University of Edinburgh)
The project supervisor welcomes informal enquiries about this project.
Find out more about this research area
The links below summarise our research in the area(s) relevant to this project:
What next?
- Find out how to apply for our PhD degrees.
- Find out about fees and funding and studentship opportunities.
- View and complete the application form (on the main University website).
- Find out how to contact us for more information.