Speaker
Drew Rosen
(University of Edinburgh)
Description
Physics problems both found in classroom settings and encountered in real world scenarios can often include extraneous or unnecessary information. If the information is salient, it can capture attention potentially driving the problem solver towards an incorrect solution. To understand the role of such features in physics questions, we have tasked undergraduate students with solving one of three versions of a Newton’s laws question in the context of friction. We compare student performance on each of these questions, explaining the findings through the lens of dual-process theories of reasoning.
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Other |
| Research focus | Other |
| Research method | Other |
Author
Drew Rosen
(University of Edinburgh)
