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1.
Anton E. Lawson 《科学教学研究杂志》1987,24(7):611-627
To test the hypothesis that adolescents classified as formal operational, based upon use of proportional reasoning on the “Pouring Water Task” (Lawson, Karplus, & Adi, 1978) have acquired the mental structures necessary to comprehend hypothetico-deductive arguments of a pattern referred to as “reasoning to a contradiction,” while adolescents classified as concrete operational, based upon use of additive reasoning on the same task have not, a sample of 100 high school students were administered the task and three versions of a problem requiring use of reasoning to a contradiction before, immediately after, and one month after brief verbal instruction in use of that reasoning pattern. Results were generally supportive of the hypothesis as most of the concrete students failed the immediate and delayed posttest problems (62 and 80%, respectively) while most of the formal students succeeded (80 and 71%, respectively). Group differences were significant (p < .001) in both cases. These results suggest that, contrary to those who have argued that content plays a substantial role in logical performance, a general hypothetico-deductive reasoning competence exists in some adolescents and is applicable across a wide variety of task domains. Science instruction which aims to teach this competence is recommended. 相似文献
2.
The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000 相似文献
3.
Anton E. Lawson Christine B. McElrath Margaret S. Burton Bart D. James Roy P. Doyle Stephen L. Woodward Lawrence Kellerman Jan D. Snyder 《科学教学研究杂志》1991,28(10):953-970
This study tested the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico-deductive reasoning is necessary for the acquisition of novel domain-specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were skilled in the use of hypothetico-deductive reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept-acquisition tasks. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as skill in hypothetico-deductive reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X2 = 71.14, p < 0.00001). This result was interpreted to be supportive of the constructivist hypothesis. 相似文献
4.
5.
Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process. 相似文献
6.
Mansoor Niaz 《科学教学研究杂志》1989,26(9):785-793
A large proportion of science major college students are unable to translate even simple sentences into algebraic equations. Given the following sentence: There are six times as many students (S) as professors (P) at this university, most students write the following equation: 6S = P, referred to as the reversal error. In order to overcome the reversal error students need to operate in a hypothetico-deductive manner, i.e., performing a hypothetical operation that makes the group of professors six times larger than it really is (S = 6P). The objective of this study is to investigate the relation between student ability to translate sentences into equations, equations into sentences, and student performance in the following variables: formal operational reasoning, proportional reasoning, and introductory freshmen-level chemistry course. The results obtained show that as the student ability to translate sentences into equations and equations into sentences increases, their mean scores in Chemistry I, formal operational, and proportional reasoning increases. This study has found support for the hypothesis that students who lack formal operational reasoning skills (hypothetico-deductive reasoning) may experience more problems in the translation of algebraic equations. 相似文献
7.
To test the hypothesis that cultural diversity contributes to the development of formal reasoning, samples of adolescents from three predominately white middle-class communities located in areas that varied in the extent to which they offered cultural diversity (i.e., rural, suburan homogeneous, suburban heterogeneous) were administered a test of formal reasoning and a test of analytical intelligence. Results showed significant differences in formal reasoning in favor of the suburban heterogeneous sample on complex reasoning items. The suburban groups showed equal performance (but superior to the rural Ss) on the test of analytical intelligence. On the less complex reasoning items and on one item embedded in a rural farming context, the rural Ss showed relatively better performance. Implications for using science instruction to promote formal reasoning are discussed. 相似文献
8.
Mansoor Niaz 《科学教学研究杂志》1989,26(3):221-235
It has been suggested that proportional reasoning tasks contain field effects. Field-dependent students are considered to be highly influenced by the structure of the perceptual field and lack an articulated conceptual framework. To test the hypothesis that there is a significant correlation between field independence and proportional reasoning tasks, a sample of science students were tested to determine performance in proportional reasoning and degree of field independence. It was found that even students who are normally capable of proportional reasoning can be misled by the presence of field effects. A significant correlation (r = 0.50; p = 0.001) was found between the test of field independence and the nine items of proportional reasoning. Educational implications are drawn. 相似文献
9.
《Learning and Instruction》2007,17(5):510-531
This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a proportional reasoning task, the “blocks” task as individuals and/or in dyadic interaction. We show that we could tailor the design of the task in order to create a cognitive conflict among dyads, notwithstanding the strategies used by the students. We show that students' proportional reasoning strategies did not improve as a result of discussion even when guided by an experimenter dedicated at reaching consensus; however the introduction of a hypothesis testing device and the guidance of the experimenter to accommodate divergent views led peers to impressive conceptual change in their discussion and in an individual post-test. Examination of one case of dyadic interaction shows that beyond the value of given characteristics of individuals or of tasks, the process of argumentation that takes place between the peers explains the subsequent gains of the individuals. The conditions under which conceptual change was attained challenge theoretical views on cognitive development and social interactions. 相似文献
10.
Lunzer reported data suggestive of a stage of cognitive development manifest between 9 and 11 years of age characterized by the ability to avoid drawing premature inferences when faced with ambiguity (i.e., accept lack of closure [ALC]). The present study sought to test this hypothesis. Inference tasks emphasizing ALC, memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females (5-12 years in age). Although use of ALC increased with age, considerable use was evidenced on a simple task among 7-8-year-olds. On tasks hypothesized to place increasing demands on working memory, longer tasks were found to be more difficult. Marked improvement due to memory aids suggested that task difficulty results from limitations in working memory as predicted by Pascual-Leone's theory. Tasks requiring hypothetico-deductive reasoning were found to be most difficult. Performance was related to subject's spontaneous use of ALC. Lack of appropriate strategies was hypothesized to prevent solution rather than lack of logical competence. In conclusion, the relationship of ALC to age appears to be mediated by memory development rather than logical development. 相似文献
11.
Nine hundred fifty-four students in a large university nonmajors biology course were pretested to determine the extent to which they held nonscientific beliefs in creationism, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. To test the hypothesis that hypothetico-deductive reasoning skills facilitate movement away from nonscientific beliefs, the degree to which those nonscientific beliefs were initially held and the degree to which they were modified during instruction were compared to student reasoning level (intuitive, transitional, reflective). As predicted, the results showed that the less skilled reasoners were more likely to initially hold the nonscientific beliefs and were less likely to change those beliefs during instruction. It was also discovered that less skilled reasoners were less likely to be strongly committed to the scientific beliefs. 相似文献
12.
Anton E. Lawson William P. Baker Lisa Didonato Michael P. Verdi Margaret A. Johnson 《科学教学研究杂志》1993,30(9):1073-1085
Two hypotheses about theoretical concept acquisition, application, and change were tested. College biology students classified as intuitive, transitional, or reflective (hypothetico-deductive) reasoners were first taught two theoretical concepts (molecular polarity and bonding) to explain the mixing of dye with water, but not with oil, when all three were shaken in a container. The students were then tested in a context in which they misapplied the concepts in an attempt to explain the gradual spread of blue dye in standing water. Next students were taught another theoretical concept (diffusion), with and without the use of physical analogues. They were retested to see which students acquired the concept of diffusion and which students changed from use of the incorrect polarity and bonding concepts (i.e., the misconceptions) to use of the diffusion concept to correctly explain the dye's gradual spread. As predicted, the experimental/analogy group scored significantly higher than the control group on a posttest question that required the definition of diffusion. Also as predicted, hypothetico-deductive reasoning skill was significantly related to correct application of the diffusion concept and to a change from the misapplication of the polarity and bonding concepts to the correct application of the diffusion concept to explain the gradual spread of the blue dye. Thus, the results support the hypotheses that physical analogues are helpful in theoretical concept acquisition and that hypothetico-deductive reasoning is needed for successful concept application and change. Educational implications are drawn. 相似文献
13.
Naomi Prusak Rina Hershkowitz Baruch B. Schwarz 《Educational Studies in Mathematics》2012,79(1):19-40
Our main goal in this study is to exemplify that a meticulous design can lead pre-service teachers to engage in productive
unguided peer argumentation. By productivity, we mean here a shift from reasoning based on intuitions to reasoning moved by
logical necessity. As a subsidiary goal, we aimed at identifying the kinds of reasoning processes (visual, inquiry-based,
and deductive) pre-service teacher's students adopt, and how these reasoning processes are interwoven in peer-unguided argumentation.
We report on a case study in which one dyad participating in a pre-service teachers program solved a mathematical task. We
relied on three principles to design an activity: (a) creating a situation of conflict, (b) creating a collaborative situation,
and (c) providing a device for checking hypotheses/conjectures. We show how the design afforded productive argumentation.
We show that the design of the task entailed argumentation which first relied on intuition, then intertwined the activities
of conjecturing and checking conjectures by means of various hypotheses-testing devices (measurement, manipulations, and dynamic
change of figures with Dynamic Geometry software), leading to a conflict between conjectures and the outcome of the manipulation
of DG software. Peer argumentation then shifted to abductive and deductive considerations towards the solution of the mathematical
task. These beneficial outcomes resulted from collaborative rather than adversarial interactions as the students tried to
accommodate their divergent views through the co-elaboration of new explanations. 相似文献
14.
Problems which could be solved using proportional reasoning were administered nationwide by college faculty to their own science classes during a three year period. The reasoning of more than 8000 students covering three sections of the country was classified as concrete, transitional, or formal using Piagetian categories. Data from the West closely replicated that from the Midwest on similar metric conversion tasks. Student performance changed noticeably with a different problem format. The percentages of students using a ratio formula, ratio attempt, or intuitive methods of solution held approximately constant over time, task, and section of the country. The data shows the use of additive and conversion methods of solution depends upon the problem presentation. 相似文献
15.
Seventy-one college general biology students were taught a unit in Mendelian genetics by the traditional lecture method. Emphasis was placed on meiotic formation of gametes, the Law of Segregation, and the Law of Independent Assortment. The Punnett-square model was used for all practice problems. Eight weeks later, a content-validated retention test was given to evaluate the students' retention of problem-solving skills. The test required students to use proportional reasoning (identifying ratios from the Punnett squares), combinatorial reasoning (identifying combinations of gametes from parental genotypes), and probabilistic reasoning (estimating gamete or offspring probabilities). Each of the 71 students was also given three Piagetian interview tasks to evaluate intellectual development in the areas of reasoning under question. The balance-beam task, the electronic switch-box task, and colored squares and diamonds were used to test for proportional reasoning, combinatorial reasoning, and probabilistic reasoning, respectively. Pearson correlations and factor analysis failed to show direct relationships among Piagetian tasks for the three kinds of reasoning and their corresponding occurrence in genetics problems. Some correlations were higher between different reasoning types than between similar types. Analysis of variance showed significant differences for all three reasoning types among concrete-operational, transitional, and formal-operational students with the retention test. Post-hoc analysis of ANOVAs indicated that formal-operational students had significantly more success in the three reasoning areas than transitional students, and transitional students had significantly more success than concrete-operational students. 相似文献
16.
Anton E. Lawson 《科学教学研究杂志》1983,20(4):297-310
Two selection hypothesis testing tasks and nine evaluation hypothesis testing tasks which varied systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults to determine the effects of those variables and to determine the degree to which subjects (Ss) reasoned with material conditional, material biconditional, partial, or partial plus biconditional connectives. On the causal selection task the majority of Ss responded “yes” to all four instances, while on the evaluation tasks all three variables were found to affect performance. Ss responded consistently with the material biconditional connective especially when the tasks called for them to state their expectations or were written with context continuity. Results were interpreted to support the hypothesis that hypothesis testing reasoning in causal contexts begins with the material biconditional connective and involves schemata of controlling variables, probability, and correlations. A strictly “logical” falsification strategy is not viewed as operative. Implications for teaching students how to effectively test hypotheses in science classes are discussed. 相似文献
17.
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献
18.
Anton E. Lawson 《科学教学研究杂志》1983,20(4):347-356
To test the hypothesis that the basic “logic” utilized by individuals in scientific hypothesis testing is the biconditional (if and only if), and that the biconditional is a precondition for the development of formal operations, a sample of 387 students in grades eight, ten, twelve, and college were administered eight reasoning items. Five of the items involved the formal operational schemata of probability, proportions and correlations. Two of the items involved propositions and correlations. Two of the items involved propositional logic. One item involved the biconditional. Percentages of correct responses on most of the items increased with age. A principal-component analysis revealed three factors, two of which were identified as involving operational thought, one of which involved propositional logic. As predicted, the biconditional reasoning item loaded on one of the operational thought factors. A Guttman scale analysis of the items failed to reveal a unidimensional scale, yet the biconditional reasoning item ordered first supporting the hypothesis that it is a precondition for formal operational reasoning. Implications for teaching science students how to test hypotheses are discussed. 相似文献
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20.
After decades of research into formal or logical fallacies of reasoning, psychologists have only recently begun to examine the informal reasoning fallacies that are routinely present in critical discussions, debates, and other forms of argumentation. The present study considers several possible influences on an ability to identify and analyze these fallacies. College students completed measures of deductive reasoning, personal epistemology, and knowledge of specific argumentation norms and analyzed arguments containing fallacies such as argument from ignorance, begging the question, and slippery slope. Results indicated that effective analysis of informal fallacies was associated with some aspects of deductive reasoning—especially an ability to overcome belief bias—and with higher-order epistemic beliefs, as well as a commitment to argumentation norms for critical discussion. Results are discussed in terms of argumentation research and implications for pedagogical treatments of the fallacies are noted. 相似文献