Activities: A Visual Approach to Deductive Reasoning

1995 ◽  
Vol 88 (6) ◽  
pp. 481-484
Author(s):  
Frances Van Dyke
Keyword(s):  
Deductive Reasoning ◽  
Logical Reasoning ◽  
Curriculum Standards ◽  
Visual Approach ◽  
Reasoning Skills

One of the primary goals of education is to enhance students' ability to reason deductively. The capability to think logically is needed in every discipline, and it is particularly important in mathematics. Standard 3 of the NCTM's curriculum standards for grades 9–12 recommends that the “curricu lum should include numerous and varied expetiences that reinforce and extend logical reasoning skills” (NCTM 1989, 143).

scholarly journals MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL

2021 ◽  
Vol 4 (3) ◽  
pp. 142-149
Author(s):  
Lijuan Gan ◽  
Tommy Tanu Wijaya
Keyword(s):  
High School ◽  
High School Students ◽  
Logical Reasoning ◽  
Senior High School ◽  
Literacy Skill ◽  
Evaluation Tool ◽  
School Students ◽  
Good Reliability ◽  
Literacy Level ◽  
Reasoning Skills

This study aims to develop an evaluation tool to evaluate the overall logical reasoning core literacy skill and understand the differences in logical reasoning skills between students of different classes and genders. The quality of the developed evaluation tool is tested and optimized based on the Rasch model. The measured sample data are processed and analyzed by winsteps software and SPSS software. 122 senior three students from different classes were evaluated by the developed logical reasoning literacy level evaluation tool with good reliability and validity. It was found that the overall logical reasoning skills of senior high school students was concentrated in Level II, and some students could reach Level III; there are obvious differences in the level of logical reasoning skills between the experimental class and the ordinary class. The overall level of the experimental class is higher than that of the ordinary class; there is little difference in the distribution of male and female at the low level, but compared with male, female' literacy Level Is obviously limited after reaching a certain level, so it is difficult to break through and rise to the third level.

Identifying Scientific Reasoning Skills Of Science Education Students

2020 ◽  
Vol 16 (3) ◽  
pp. 275
Author(s):  
Zulinda Ayu Zulkipli
Keyword(s):  
Science Education ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Control Variable ◽  
Modern Science ◽  
Probabilistic Thinking ◽  
Significant Difference ◽  
General Scientific ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

The article discusses a study carried out to investigate scientific reasoning skills among 82 science pre-service teachers at the Faculty of Education, Universiti Teknologi MARA (UiTM), one of the public universities in Malaysia. The development of general scientific abilities is critical to enable students of science, technology, engineering, and mathematics (STEM) to successfully handle open-ended real-world tasks in their future careers. Teaching goals in STEM education include fostering content knowledge and developing general scientific abilities. One such ability is scientific reasoning. Scientific reasoning encompasses critical thinking skill is an important and vital learning outcome in modern science education. Lawson (1978) categorized scientific reasoning into four domains: Conservative Concept, Proportional Concept, Control Variable and Probabilistic Thinking, and Hypothetical-Deductive Reasoning. An instrument by Lawson (1978) was adapted for the study. The findings show that a majority of the science pre-service teachers possess low ability in scientific reasoning. It is also found that there was no significant difference among the science pre-service teachers of the physics, biology and chemistry disciplines examined. Physics students had developed higher ability in Conservative Concept, Proportional Concept, and Hypothetical-Deductive Reasoning and chemistry students had higher ability in Control Variable and Probabilistic Thinking, whereas biology students had moderate ability in the four scientific reasoning patterns. KEYWORDS: scientific reasoning; science education; higher education.  

EL RAZONAMIENTO LÓGICO MATEMÁTICO EN LOS ESTUDIANTES DEL SÉPTIMO GRADO DE LA ESCUELA “MANUELA CAÑIZARES” CANTÓN SALINAS, 2014 - 2015.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Héctor Cárdenas Vallejo ◽  
Rosario Cárdenas Vallejo
Keyword(s):  
Mathematical Logic ◽  
Cognitive Skills ◽  
Basic Education ◽  
Deductive Reasoning ◽  
Mathematical Reasoning ◽  
Logical Reasoning ◽  
Jean Piaget ◽  
Seventh Grade ◽  
Ex Post ◽  
Santa Elena

El presente trabajo se orienta a investigar el nivel de conocimientos en el aula y aplicación de las destrezas cognitivas en el contexto social acerca de la comprensión de las matemáticas, en los estudiantes del séptimo grado de la Escuela de Educación Básica Mixta Fiscal “Manuela Cañizares” de la parroquia Santa Rosa, cantón Salinas, provincia de Santa Elena; los resultados encontrados, para el desarrollo del pensamiento lógico matemático en el proceso de enseñanza-aprendizaje, están fundamentados en la aplicación de una evaluación y encuesta, las cuales permitieron valorar el nivel de razonamiento lógico matemático y las dificultades en los estudiantes, tomando como base la teoría planteada por Jean Piaget y los planteamientos expuestos por el Ministerio de Educación (MinEduc), sobre el desarrollo de las destrezas cognitivas. Los aspectos más sustanciales que comprenden este trabajo de investigación son: el pensamiento numérico, espacial, métrico, aleatorio y manejo de dinero, ya que estas tienen relación directa con la psicología, gramática, matemáticas, teoría del conocimiento y epistemología, por su rigor, exactitud, solidez, universalización y sistematización. El estudio es de carácter descriptivo de orden cualitativo y cuantitativo, desarrollado con un diseño expost facto, y la observación directa de las actividades escolares del estudiantado y los maestros. Como resultados de la investigación se puede afirmar que la escasa preparación de los maestros en la aplicación de las destrezas cognitivas en el proceso de enseñanza de las matemáticas, ha provocado que los estudiantes tengan un bajo nivel de razonamiento lógico matemático.   Palabras clave: razonamiento lógico; razonamiento matemático; aprendizaje matemático; pensamiento lógico; razonamiento deductivo.   MATHEMATICAL LOGICAL REASONING IN SEVENTH GRADE STUDENTS OF SCHOOL “MANUELA CAÑIZARES” CANTÓN SALINAS 2014-2015.   ABSTRACT   This paper aims to investigate the level of knowledge in the classroom and application of cognitive skills in the social context on the understanding of mathematics, students (as) the seventh grade Basic Education School Fiscal Mixta “Manuela Canizares “Santa Rosa parish, canton Salinas, Santa Elena; the results found for the development of mathematical logic thinking in the process of teaching and learning is based on the application of an evaluation and survey, which allowed assessing the level of logical mathematical reasoning and difficulties in students, based theory proposed by Jean Piaget and Disclaimers approach presented by the development of cognitive skills. The most significant aspects that comprise this research are: numeric, spatial, metric, random thoughts and money management, as these are directly related to psychology, grammar, mathematics, theory of knowledge and epistemology, for its rigor, accuracy, robustness, and universal systematization. The study is descriptive qualitative and quantitative, developed with an ex post facto design, and direct observation of classroom activities for students and teachers. As research results it can be stated that the data were limited teacher preparation in the application of cognitive skills in the teaching of mathematics, has caused students to have a low level of mathematical logic reasoning.   Keywords: logical reasoning; mathematical reasoning; mathematical learning; logical thinking; deductive reasoning.   Recibido: septiembre de 2014Aprobado: enero de 2015

Gas or No Gas: Challenging Deductive Reasoning Skills Using a Carbohydrate Digestive Enzyme Experiment

1996 ◽  
Vol 58 (2) ◽  
pp. 99-101
Author(s):  
Brian R. Shmaefsky ◽  
Natalie Anderson ◽  
Donneta Collier
Keyword(s):  
Deductive Reasoning ◽  
Digestive Enzyme ◽  
Reasoning Skills

scholarly journals A Serious Flaw in the Collegiate Learning Assessment [CLA] Test

2013 ◽  
Vol 33 (3) ◽  
pp. 390 ◽  
Author(s):  
Kevin Possin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Reliability And Validity ◽  
Logical Reasoning ◽  
Learning Assessment ◽  
Reasoning Skills ◽  
Collegiate Learning Assessment

The Collegiate Learning Assessment Test (CLA) has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.

Précis ofBayesian Rationality: The Probabilistic Approach to Human Reasoning

2009 ◽  
Vol 32 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Mike Oaksford ◽  
Nick Chater
Keyword(s):  
Probabilistic Reasoning ◽  
Deductive Reasoning ◽  
Human Life ◽  
Probabilistic Approach ◽  
Formal Theory ◽  
Logical Reasoning ◽  
Point Of View ◽  
Human Reasoning ◽  
Rational Animal ◽  
Bayesian Rationality

AbstractAccording to Aristotle, humans are the rational animal. The borderline between rationality and irrationality is fundamental to many aspects of human life including the law, mental health, and language interpretation. But what is it to be rational? One answer, deeply embedded in the Western intellectual tradition since ancient Greece, is that rationality concerns reasoning according to the rules of logic – the formal theory that specifies the inferential connections that hold with certainty between propositions. Piaget viewed logical reasoning as defining the end-point of cognitive development; and contemporary psychology of reasoning has focussed on comparing human reasoning against logical standards.Bayesian Rationalityargues that rationality is defined instead by the ability to reason aboutuncertainty. Although people are typically poor at numerical reasoning about probability, human thought is sensitive to subtle patterns of qualitative Bayesian, probabilistic reasoning. In Chapters 1–4 ofBayesian Rationality(Oaksford & Chater 2007), the case is made that cognition in general, and human everyday reasoning in particular, is best viewed as solving probabilistic, rather than logical, inference problems. In Chapters 5–7 the psychology of “deductive” reasoning is tackled head-on: It is argued that purportedly “logical” reasoning problems, revealing apparently irrational behaviour, are better understood from a probabilistic point of view. Data from conditional reasoning, Wason's selection task, and syllogistic inference are captured by recasting these problems probabilistically. The probabilistic approach makes a variety of novel predictions which have been experimentally confirmed. The book considers the implications of this work, and the wider “probabilistic turn” in cognitive science and artificial intelligence, for understanding human rationality.

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