[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Research in physics education has contributed substantively to improvements in the learning and teaching of university physics by informing the development of research-based instructional materials for physics courses. Reports on the design of these materials have tended to focus on overall improvements in student performance, while the role of theory in informing the development, refinement, and assessment of the materials is often not clearly articulated. In this article, we illustrate how dual-process theories of reasoning and decision making have guided the ongoing development, testing, and analysis of an instructional intervention, implemented at three different institutions, designed to build consistency in student reasoning about the application of Newton’s 2nd law to objects at rest. By employing constructs from cognitive science associated with dual-process theories of reasoning (such as mindware and cognitive reflection), we were able not only to examine the overall improvement in student performance but also to investigate the impact of the intervention on two aspects of productive reasoning—mindware and cognitive reflection. Our analysis showed that the intervention strengthened students’ mindware such that students were able to apply it as a criterion while checking the validity of their intuitive responses. Moreover, logistic regression revealed that the success of our intervention was mediated by the students’ cognitive reflection skills. Indeed, for students with comparable mindware, those who demonstrated a weaker tendency toward cognitive reflection were less likely to initiate conflict detection and therefore never had the opportunity to utilize their mindware. We believe that this kind of integrated, theory-driven approach to intervention design and testing represents an important first step in efforts to both account for and leverage domain-general reasoning phenomena in the learning and teaching of physics.

中文翻译：

---

设计基于研究的教学材料，以利用双过程推理理论：通过测试一种特定的，理论驱动的干预获得的见解

[本文是课程开发重点集中的一部分：从理论到设计。]物理教育的研究通过通知开发基于物理的研究性教学材料，为改善大学物理的学与教做出了实质性贡献。这些材料的设计报告往往侧重于整体上提高学生的表现，而理论在告知材料开发，改进和评估中的作用往往不清楚。在本文中，我们将说明推理和决策的双过程理论如何指导在三个不同机构实施的教学干预的持续开发，测试和分析，旨在建立学生对将牛顿第二定律应用于静止物体的推理的一致性。通过采用与推理的双过程理论（例如思维软件和认知反射）相关的认知科学构建，我们不仅能够检查学生表现的总体提高，而且能够研究干预对生产性两个方面的影响推理—思维软件和认知反射。我们的分析表明，干预可以增强学生的思维能力，使学生能够在检查其直观反应的有效性的同时，将其作为准则。此外，逻辑回归表明，我们干预的成功是由学生的认知反射能力来调节的。确实，对于具有类似思维能力的学生，那些表现出较弱的认知反射倾向的人不太可能发起冲突检测，因此永远没有机会利用他们的思想软件。我们认为，这种以理论为基础的集成式干预设计和测试方法，是在物理学的学与教中努力解释和利用领域通用推理现象的重要第一步。