Analogical Reasoning and Computer Programming

1986 ◽  
Vol 2 (4) ◽  
pp. 473-486 ◽  
Author(s):  
Catherine A. Clement ◽  
D. Midian Kurland ◽  
Ronald Mawby ◽  
Roy D. Pea
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Skills ◽  
Analogical Reasoning ◽  
School Students ◽  
Cognitive Demands ◽  
Programming Skill ◽  
Analogical Problem ◽  
Logo Programming ◽  
Reasoning Skill

Investigations of the cognitive demands of programming can inform teaching and validate claims that important cognitive skills are inherent in programming. Given reports of experts' use of analogical problem solving in programming, the study reported here related analogical reasoning to Logo programming mastery among high school students. Correlational analyses related pretests of analogical reasoning to posttests of programming mastery. As predicted, a significant correlation was found between analogical reasoning and the ability to write subprocedures which can be reused for several different programs. This sophisticated programming skill requires recognition of structural similarities among distinct programming tasks. A final, general discussion considers analogical reasoning skill as a cognitive demand and consequence of programming.

scholarly journals Developing an Instrument for Assessing the Physics Cognitive Learning Achievement of High School Students through Local Wisdom-Based Fieldwork

2020 ◽  
Vol 8 (2) ◽  
pp. 299
Author(s):  
Azza Ismu Annisa ◽  
Mundilarto Mundilarto
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Skills ◽  
Cognitive Learning ◽  
Difficulty Level ◽  
Error Measurement ◽  
Outdoor Learning ◽  
School Students ◽  
Learning Achievement ◽  
Very High

This study aims to reveal (1) the construct and (2) the characteristics of the developed instrument for assessing Physics cognitive learning achievement of high school students in outdoor learning models through local wisdom-based fieldwork. This research was a research and development using the approach developed by Mardapi (2012: 110). The steps taken included (1) preparing instrument specifications, (2) writing the instrument, (3) reviewing the instrument, (4) doing instrument trial, (5) analyzing the instrument, (6) improving the instrument, assemble the test (8) implementing the test, and (9) interpreting measurement result. The results of the study showed that the  Instrument of cognitive skills consisted of 50 items with two-tier multiple choices focused on indicators of cognitive skills. The instrument was categorized fit the PCM 1PL and the difficulty level of the items ranges from -1,00 to 1,22 which means the items were in a good category. The reliability of the items was 0,89 for the ability ranging from -2 to 2 with standard error measurement 0,23, which means it was in a very high category.

scholarly journals Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort

2020 ◽  
Vol 6 ◽  
pp. 237802312091808
Author(s):  
John Robert Warren ◽  
Chandra Muller ◽  
Robert A. Hummer ◽  
Eric Grodsky ◽  
Melissa Humphries
Keyword(s):  
High School ◽  
High School Students ◽  
Young Adult ◽  
Educational Attainment ◽  
Cognitive Skills ◽  
Capital Accumulation ◽  
Adult Mortality ◽  
Social Contexts ◽  
School Students ◽  
High School And Beyond

What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.

scholarly journals Analogical Reasoning in Geometry Proofs

2021 ◽  
Vol 14 (2) ◽  
pp. 149-170
Author(s):  
Anass Bayaga ◽  
Michael J. Bosse ◽  
John Sevier
Keyword(s):  
High School ◽  
High School Students ◽  
Discourse Analysis ◽  
Analogical Reasoning ◽  
School Students ◽  
Working Through ◽  
Group Settings

This study aimed at investigating six high school students’ use of analogies while working through geometry proofs in group settings. Along with the analogies used by students and analysis of how they were used, as well as discourse analysis, we investigate students’ meta-proof comments to glean some interpretation of students’ beliefs about proofs. Overall, this study found that students had different beliefs about the nature and process of proofs and used and understood analogical reasoning in idiosyncratic ways. However, it was also found that students’ greater use of analogies did not automatically lead to more success with proofs.

scholarly journals A Study of the Development of Programming Ability and Thinking Skills in High School Students

1986 ◽  
Vol 2 (4) ◽  
pp. 429-458 ◽  
Author(s):  
D. Midian Kurland ◽  
Roy D. Pea ◽  
Catherine Clement ◽  
Ronald Mawby
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
School Students ◽  
Reasoning Abilities ◽  
School Study ◽  
Formal Properties ◽  
The Impact ◽  
Programming Ability

This article reports on a year-long study of high school students learning computer programming. The study examined three issues: 1) what is the impact of programming on particular mathematical and reasoning abilities?; 2) what cognitive skills or abilities best predict programming ability?; and 3) what do students actually understand about programming after two years of high school study? The results showed that even after two years of study, many students had only a rudimentary understanding of programming. Consequently, it was not surprising to also find that programming experience (as opposed to expertise) does not appear to transfer to other domains which share analogous formal properties. The article concludes that we need to more closely study the pedagogy of programming and how expertise can be better attained before we prematurely go looking for significant and wide reaching transfer effects from programming.

Effects of Computer-Based Role-Playing on Decision Making Skills

1997 ◽  
Vol 17 (2) ◽  
pp. 147-164 ◽  
Author(s):  
Holly A. Taylor ◽  
Carl E. Renshaw ◽  
Michael D. Jensen
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Cognitive Skills ◽  
Earth Science ◽  
Role Playing ◽  
Higher Order ◽  
Cognitive Errors ◽  
School Students ◽  
Computer Based

The development of higher-order cognitive skills such as decision making is a critical component of science education. Two studies assess decisionmaking skills using common cognitive errors and evaluate the impact of computer-based laboratories on the development of these skills. The first establishes the prevalence of cognitive errors among high school students, undergraduates, and Earth Science professionals. The second examines the role of computer-aided instruction in the Earth Science domain on subsequent decision making. High school students took part in either a computer or equivalent paper-and-pencil role-playing exercise requiring students to evaluate the possible eruption of a volcano. Students who used the computer exercise made more consistent decisions than those who used the traditional paper-and-pencil exercise, suggesting that well designed computer-based laboratories can positively impact higher-order cognitive skills.

scholarly journals Environmental Literacy Analysis of Junior High School Students in Pekanbaru

2020 ◽  
Vol 4 (1) ◽  
pp. 116
Author(s):  
Wulan Indri Safitri ◽  
Evi Suryawati ◽  
Yustina Yustina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Cognitive Skills ◽  
Junior High ◽  
Environmental Literacy ◽  
Junior High School Students ◽  
Survey Method ◽  
Ecological Knowledge ◽  
School Students

This study aims to determine the environmental literacy profile of junior high school students in Pekanbaru, Indonesia. This study used a survey method with sampling technique by cluster random sampling. The survey was conducted by performing a Test Question and a Middle School Environment Literacy Survey (MSELS) to 372 students. The parameters of this study consisted of  ecological knowledge, cognitive skills, attitudes and behavior. The data analysis technique was in the form of descriptive analysis using the average score of achievement of each parameter. The results of this study indicate that the environmental literacy of junior high school students in the  Pekanbaru obtained an average value of 61 (with range of 100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behaviors amounted to 48, 29, 73 and 71, respectively. Environmental literacy of junior high school students in Pekanbaru is included in the medium category where knowledge and attitudes contribute to environmental literacy.

A Summary of Misconceptions of High School Basic Programmers

1986 ◽  
Vol 2 (4) ◽  
pp. 459-472 ◽  
Author(s):  
Ralph T. Putnam ◽  
D. Sleeman ◽  
Juliet A. Baxter ◽  
Laiani K. Kuspa
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Language ◽  
Screening Test ◽  
Cognitive Skills ◽  
School Students ◽  
Programming Instruction ◽  
Basic Features ◽  
Lack Of Knowledge

This study examined high school students' knowledge about constructs in the BASIC programming language. A screening test was administered to ninety-six students, fifty-six of whom were interviewed. Students were asked to trace simple programs and predict their output. Errors in virtually all BASIC constructs we examined were observed, with many of the misconceptions arising from the application of knowledge and reasoning from informal domains to programming. It is argued that a lack of knowledge of basic features of programming language will prevent students from developing the higher-level cognitive skills that much programming instruction is intended to foster.

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