scholarly journals Student Development in Logical Reasoning: Results of an Intervention Guiding Students Through Different Modes of Visual and Formal Representation

2021 ◽  
Author(s):  
Hugo Bronkhorst ◽  
Gerrit Roorda ◽  
Cor Suhre ◽  
Martin Goedhart
Keyword(s):  
Student Development ◽  
Logical Reasoning ◽  
First Century ◽  
Science Students ◽  
Formal Representation ◽  
Video Recordings ◽  
Modes Of Representation ◽  
Reasoning Tasks ◽  
Everyday Reasoning ◽  
Concreteness Fading

AbstractDue to growing interest in twenty-first-century skills, and critical thinking as a key element, logical reasoning is gaining increasing attention in mathematics curricula in secondary education. In this study, we report on an analysis of video recordings of student discussions in one class of seven students who were taught with a specially designed course in logical reasoning for non-science students (12th graders). During the course of 10 lessons, students worked on a diversity of logical reasoning tasks: both closed tasks where all premises were provided and everyday reasoning tasks with implicit premises. The structure of the course focused on linking different modes of representation (enactive, iconic, and symbolic), based on the model of concreteness fading (Fyfe et al., 2014). Results show that students easily link concrete situations to certain iconic referents, such as formal (letter) symbols, but need more practice for others, such as Venn and Euler diagrams. We also show that the link with the symbolic mode, i.e. an interpretation with more general and abstract models, is not that strong. This might be due to the limited time spent on further practice. However, in the transition from concrete to symbolic via the iconic mode, students may take a step back to a visual representation, which shows that working on such links is useful for all students. Overall, we conclude that the model of concreteness fading can support education in logical reasoning. One recommendation is to devote sufficient time to establishing links between different types of referents and representations.

scholarly journals Logical Reasoning in Formal and Everyday Reasoning Tasks

2019 ◽  
Vol 18 (8) ◽  
pp. 1673-1694
Author(s):  
Hugo Bronkhorst ◽  
Gerrit Roorda ◽  
Cor Suhre ◽  
Martin Goedhart
Keyword(s):  
Ordinary Language ◽  
Logical Reasoning ◽  
First Century ◽  
Linear Ordering ◽  
Newspaper Article ◽  
School Students ◽  
Reasoning Strategies ◽  
Formal Schemes ◽  
Reasoning Tasks ◽  
Everyday Reasoning

AbstractLogical reasoning is of great societal importance and, as stressed by the twenty-first century skills framework, also seen as a key aspect for the development of critical thinking. This study aims at exploring secondary school students’ logical reasoning strategies in formal reasoning and everyday reasoning tasks. With task-based interviews among 4 16- and 17-year-old pre-university students, we explored their reasoning strategies and the reasoning difficulties they encounter. In this article, we present results from linear ordering tasks, tasks with invalid syllogisms and a task with implicit reasoning in a newspaper article. The linear ordering tasks and the tasks with invalid syllogisms are presented formally (with symbols) and non-formally in ordinary language (without symbols). In tasks that were familiar to our students, they used rule-based reasoning strategies and provided correct answers although their initial interpretation differed. In tasks that were unfamiliar to our students, they almost always used informal interpretations and their answers were influenced by their own knowledge. When working on the newspaper article task, the students did not use strong formal schemes, which could have provided a clear overview. At the end of the article, we present a scheme showing which reasoning strategies are used by students in different types of tasks. This scheme might increase teachers’ awareness of the variety in reasoning strategies and can guide classroom discourse during courses on logical reasoning. We suggest that using suitable formalisations and visualisations might structure and improve students’ reasoning as well.

Autochthonomous Transfigurations of Race and Gender in Twenty-First-Century Transnational Genocide Testimonial Narratives

2020 ◽  
pp. 76-106
Author(s):  
Myriam J. A. Chancy
Keyword(s):  
Gender Identity ◽  
First Century ◽  
Race And Gender ◽  
Modes Of Representation ◽  
Twenty First Century ◽  
And Gender

This chapter explores depictions and representations of the genocide of Rwanda in order to examine how “autochthonomy” and “lakou consciousness” make themselves manifest in global/transnational contexts. What each of the representations reveals is a partial exposure of a silence that appears to be symptomatic of trauma. The chapter relies on Pierre Bourdieu’s twin-concepts of the “unthinkable” and “unnameable” and how these concepts might be of further use in understanding the representation of the implicit “silence” of trauma. The chapter ultimately argues that artists who consciously emulate African Diasporic aesthetics in their representations of genocide also engage counter-hegemonic modes of representation that are explicitly and increasingly feminist regardless of the producer’s gender identity.

scholarly journals Logic, Fast and Slow: Advances in Dual-Process Theorizing

2019 ◽  
Vol 28 (5) ◽  
pp. 503-509 ◽  
Author(s):  
Wim De Neys ◽  
Gordon Pennycook
Keyword(s):  
Logical Reasoning ◽  
Process Models ◽  
Dual Process ◽  
Human Reasoning ◽  
Thought Processes ◽  
Dual Process Models ◽  
Process Characterization ◽  
System 2 ◽  
Reasoning Tasks ◽  
System 1

Studies on human reasoning have long established that intuitions can bias inference and lead to violations of logical norms. Popular dual-process models, which characterize thinking as an interaction between intuitive (System 1) and deliberate (System 2) thought processes, have presented an appealing explanation for this observation. According to this account, logical reasoning is traditionally considered as a prototypical example of a task that requires effortful deliberate thinking. In recent years, however, a number of findings obtained with new experimental paradigms have brought into question the traditional dual-process characterization. A key observation is that people can process logical principles in classic reasoning tasks intuitively and without deliberation. We review the paradigms and sketch how this work is leading to the development of revised dual-process models.

scholarly journals Role of the hippocampus during logical reasoning and belief bias in aging

2019 ◽  
Author(s):  
Maryam Ziaei ◽  
Mohammad Reza Bonyadi ◽  
David C. Reutens
Keyword(s):  
Older Adults ◽  
Logical Reasoning ◽  
Syllogistic Reasoning ◽  
Anterior Cingulate ◽  
Correct Rejection ◽  
Reasoning Task ◽  
Cingulum Bundle ◽  
Hippocampal Network ◽  
Reasoning Tasks

AbstractReasoning requires initial encoding of the semantic association between premises or assumptions, retrieval of these semantic associations from memory, and recombination of information to draw a logical conclusion. Currently-held beliefs can interfere with the content of the assumptions if not congruent and inhibited. This study aimed to investigate the role of the hippocampus and hippocampal networks during logical reasoning tasks in which the congruence between currently-held beliefs and assumptions varies. Participants of younger and older age completed a series of syllogistic reasoning tasks in which two premises and one conclusion were presented and they were required to decide if the conclusion logically followed the premises. The belief load of premises was manipulated to be either congruent or incongruent with currently-held beliefs. Our whole-brain results showed that older adults recruited the hippocampus during the premise integration stage more than their younger counterparts. Functional connectivity using a hippocampal seed revealed that older, but not younger, adults recruited a hippocampal network that included anterior cingulate and inferior frontal regions when premises were believable. Importantly, this network contributed to better performance in believable inferences, only in older adults group. Further analyses suggested that, in older adults group, the integrity of the left cingulum bundle was associated with the higher correct rejection of believable premises more than unbelievable ones. Using multimodal imaging, this study highlights the importance of the hippocampus during premise integration and supports the compensatory role of the hippocampal network during a logical reasoning task among older adults.

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

scholarly journals Impact of Technology-based Reflective Practice Tools on Student Skill Development

2020 ◽  
Vol 16 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Sharleen O'Reilly ◽  
Julia Milner
Keyword(s):  
Reflective Practice ◽  
Student Development ◽  
Course Design ◽  
Qualitative And Quantitative Analysis ◽  
Summary Writing ◽  
Qualitative And Quantitative ◽  
Video Recordings ◽  
Student Preference ◽  
Student Skill ◽  
Impact Of Technology

The purpose of this study was to examine how students received the combination of technology-based tools implemented in a staged manner within a curriculum and if any specific tool was of greater benefit in developing their reflective practice skills. Participants were 45 tertiary students enrolled in a health professional course. Qualitative and quantitative analysis revealed student preference for individual tools changed over time. Students preferred supportive tools (simulated video recordings, group blogging and teaching approaches) earlier on and independent tools (e-journaling and online reflective summary writing) in their final year. The findings support the use of different reflective practice tools in course design to better support student development and improve student engagement in reflective practices.

Explaining more by drawing on less

2009 ◽  
Vol 32 (1) ◽  
pp. 90-91 ◽  
Author(s):  
Ulrike Hahn
Keyword(s):  
Explanatory Power ◽  
Psychological Theory ◽  
Logical Reasoning ◽  
The State ◽  
Reasoning Tasks ◽  
Overt Responding ◽  
Bayesian Rationality ◽  
State Of The Field

AbstractOne of the most striking features of “Bayesian rationality” is the detail with which behavior on logical reasoning tasks can now be predicted and explained. This detail is surprising, given the state of the field 10 to 15 years ago, and it has been brought about by a theoretical program that largely ignores consideration of cognitive processes, that is, any kind of internal behavior that generates overt responding. It seems that an increase in explanatory power can be achieved by restricting a psychological theory.

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

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