Abstract
Teacher training is an important key of education, although some authors consider the training is not helpful in order to improve learning science of the future teachers. Understanding scientific and mathematics concepts is necessary to develop the logical or abstract reasoning. Most commonly used, the PISA test is a basis in the scientific and mathematics education. In this research, it measures the logical reasoning with the test of logical reasoning and the reading speed and comprehension have been measured by a science PISA test. The students are 109 years old studying to be kindergarten teachers. They use Socrative and their smartphones in order to answer the questions. The results show that the logical reasoning is in the lowest level, the concrete level. The older students have better results than the younger students and there is a correlation between the reading speed and logical reasoning.
Highlights
Educational institutions which have been encouraged to carry out a series of reforms in education, state that professors should stimulate students reasoning, verbal reasoning [1, 2]
The main objectives of this study are to know students' logical reasoning, to know students' degree of achievement concerning five given dimensions that are assessed through a test on logical reasoning by the Test of Logical Thinking (TOLT), and to know students' reading speed and understanding on science through a science PISA test [64]
Third-year students achieve the best results in reading and logical reasoning, in comparison to the first-year students who achieve the worst
Summary
Educational institutions which have been encouraged to carry out a series of reforms in education, state that professors should stimulate students reasoning, verbal reasoning [1, 2]. An increasing interest in the development of argumentative competency exists [3]. This capacity precedes symbolic reasoning, students’ use of symbols as their cognitive development is growing [4]. The tasks, as suggested by the professors, are more open to the students’ creativity; they indirectly make easier the capacity to argue. Students do have to apply a process, and to conceive it. This is very common in the learning process based on both research or discovery [5, 6]
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