On Comparing Error Patterns and the Effect of Maturation in a Unit on Sentential Logic

1974 ◽  
Vol 5 (4) ◽  
pp. 225-237 ◽  
Author(s):  
Theodore A. Eisenberg ◽  
Robert L. Mcginty
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
Logical Reasoning ◽  
Research Literature ◽  
Reasoning Ability ◽  
School Teachers ◽  
Sentential Logic

The research literature dealing with critical thinking vis-à-vis formal logic implies that (a) an individual's reasoning ability seems to improve with age and (b) reasoning from negatively worded hypotheses is more difficult than reasoning from positively worded hypotheses. The purpose of this study was to investigate these two implications.A test consisting of 30 items in sentential logic was constructed and given to elementary school children and prospective elementary school teachers. The findings indicate that only on certain forms of questions is maturation a factor in logical reasoning ability. Indeed, with certain types of items in sentential logic, maturation–and, inseparably, education–seems to be a hindrance to logical reasoning.

Brief Reports: The Interpretation of the Connective or in Disjunctive Arguments

1978 ◽  
Vol 9 (1) ◽  
pp. 62-66
Author(s):  
W. A. Juraschek
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
Logical Reasoning ◽  
Reasoning Ability ◽  
School Teachers ◽  
Sentential Logic

This article describes a follow-up of a study of logical reasoning ability reported by Eisenberg and McGinty (1974).They analyzed responses of elementary school children and prospective elementary school teachers to a 30-item sentential logic test that involved arguments

scholarly journals Gender Stereotypes and Elementary School Teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 25-29
Author(s):  
Róbert Osaďan
Keyword(s):  
Elementary School ◽  
Gender Role ◽  
Elementary School Teachers ◽  
School Children ◽  
Gender Stereotypes ◽  
Elementary School Children ◽  
School Teachers ◽  
Gender Role Stereotypes

AbstractIn this study we explored the perception of gender stereotypes among elementary school teachers. Respondents (280 teachers) answered questions about their perception of the suitable behaviour according to the gender. Significant interactions emerge between teachers’ and pupils’ gender. The primary purpose of this paper was to find out on how teachers’ stereotypes affect their behavior towards elementary school-children. Results of the research were generally consistent with gender role stereotypes.

Teachers’ Knowledge of Normal and Abnormal Elimination Patterns in Elementary School Children

2005 ◽  
Vol 21 (6) ◽  
pp. 346-349 ◽  
Author(s):  
Margaret A. Boyt
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Children ◽  
Elementary School Children ◽  
School Nurse ◽  
Health Problems ◽  
School Nurses ◽  
School Teachers ◽  
Potential Health ◽  
Public Elementary School

Dysfunctional elimination may be learned, to some degree. Because children spend nearly half of their waking hours at school, there is the potential for school to have a significant impact on their elimination patterns. Surveys were mailed to 1,000 randomly selected Iowa public elementary school teachers; 467 of the surveys were returned. Findings indicate that most elementary school teachers are unaware of the potential health problems of elimination dysfunction. One third of respondents indicated that they ask children to wait to go to the bathroom. Suboptimal conditions exist in most of the school bathrooms, with only 35% of the boys’ restrooms and 48% of the girls’ restrooms reported as “always clean.” Those teachers with more experience were more likely to report information about abnormal elimination to the school nurse. Very few teachers (18% of respondents) reported having received information about abnormal elimination and even fewer (8% of respondents) were aware of specialists trained to treat children with these problems. School nurses can have a significant impact on the development of healthy bladder habits in children. Teachers need information about normal and abnormal elimination patterns in children.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

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