Abstract
Sixty students in a second semester freshman physics class were administered a test of formal operational reasoning. The composite logical test score was correlated with students’ final examination grades and yielded a correlation of 0.49. Furthermore, the composite correlation distribution provided evidence that the ability to employ formal operational reasoning is a necessary, though not sufficient, condition for student success in physics. These results point to the importance of seriously considering including, within the framework of physics courses, interactions and experiences designed to develop logical reasoning.
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