Fundamental Differences in Reasoning Among Students of Lower and Higher Secondary Schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F16%3A43887621" target="_blank" >RIV/44555601:13430/16:43887621 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.researchgate.net/profile/Roman_Kroufek/publication/298759636_Fundamental_Diferences_in_Reasoning_among_Students_of_Lower_and_Higher_Secondary_Schools/links/56eac22d08aec6b500162d10.pdf" target="_blank" >https://www.researchgate.net/profile/Roman_Kroufek/publication/298759636_Fundamental_Diferences_in_Reasoning_among_Students_of_Lower_and_Higher_Secondary_Schools/links/56eac22d08aec6b500162d10.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Fundamental Differences in Reasoning Among Students of Lower and Higher Secondary Schools

Popis výsledku v původním jazyce

The aim of the research described in this article was to verify whether the pupils of elementary schools in the Czech Republic are capable of the same logical reasoning based on work with basic logical operators as high school students in the same country. Based on Machová?s statement (2008) that analytic and synthetic skills, the ability of abstraction and logical thinking of pupils older than 12 years are already so mature that they are basically no different from adults? skills and reasoning it is possible to believe that the performance of both groups in work with basic logical operators or in abstraction will be the same. During this research the elementary schools pupils were divided into only three groups (seventh to ninth grade) and high schools students into only two groups (third and fourth year). The age groups were not further differentiated because if the variable age had more values (for instance, from 10 to 18) then due to the interaction with other factors (gender, type of the school, school evaluation, etc.), the size of the selected sample would grow disproportionately. Therefore, it was necessary to limit it to the abovementioned two categories. A total of 429 respondents participated in the research. 207 were from elementary schools and 222 from high schools. Another 290 respondents participated in the pilot testing that was necessary to design a research tool. In addition to judgements that pupils and students normally use (basic properties of negation, conjunction, disjunction, implication and general quantifier) De Morgan?s laws and more complex judgements such as, for instance, modified sentence etc. were also used.

Název v anglickém jazyce

Fundamental Differences in Reasoning Among Students of Lower and Higher Secondary Schools

Popis výsledku anglicky

The aim of the research described in this article was to verify whether the pupils of elementary schools in the Czech Republic are capable of the same logical reasoning based on work with basic logical operators as high school students in the same country. Based on Machová?s statement (2008) that analytic and synthetic skills, the ability of abstraction and logical thinking of pupils older than 12 years are already so mature that they are basically no different from adults? skills and reasoning it is possible to believe that the performance of both groups in work with basic logical operators or in abstraction will be the same. During this research the elementary schools pupils were divided into only three groups (seventh to ninth grade) and high schools students into only two groups (third and fourth year). The age groups were not further differentiated because if the variable age had more values (for instance, from 10 to 18) then due to the interaction with other factors (gender, type of the school, school evaluation, etc.), the size of the selected sample would grow disproportionately. Therefore, it was necessary to limit it to the abovementioned two categories. A total of 429 respondents participated in the research. 207 were from elementary schools and 222 from high schools. Another 290 respondents participated in the pilot testing that was necessary to design a research tool. In addition to judgements that pupils and students normally use (basic properties of negation, conjunction, disjunction, implication and general quantifier) De Morgan?s laws and more complex judgements such as, for instance, modified sentence etc. were also used.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of INTED2016 Conference

ISBN

978-84-608-5617-7

ISSN

2340-1079

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

4006-4013

Název nakladatele

IATED

Místo vydání

Valencia

Místo konání akce

Valencia

Datum konání akce

7. 3. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000402738404005