Abstract
In this paper we survey and analyse the results from the project dedicated to the question – do logic courses influence students attitude concerning logic, and if they do, in which way? Our main prediction was that the logic courses do significantly influence relevant students’ beliefs, and that influence (or the change) varies depending on the theoretical direction of the course in question. The method of our empirical inquiry was test-based examination of students’ attitudes towards specific claims. We conduct the testing twice, before and after students have went through the relevant courses, and then compared the tests. Results, although different from hypothesis to hypothesis, do generally support the conclusion that logic courses influence relevant students’ beliefs, and they typically do so in accordance to the theoretical direction of the given courses syllabuses.
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