Formal Reasoning Ability Research Articles

The Effect of Teaching Methods and Formal Reasoning Ability on Student Learning Outcomes

The purpose of this study is to examine the influence of teaching methods and formal reasoning abilities on students' learning outcomes. The research employs a quantitative research method and utilizes simple linear regression analysis with the assistance of SPSS version 16. Regression is a statistical technique used to analyze the relationship between one or more independent variables and a dependent variable. The population and sample size for this study consist of 50 students. The results of the research lead to the conclusion that the simple linear regression test yields a Sig. value of 0.001 < 0.05. Based on decision-making principles, it can be inferred that X1 and X2 have a simultaneous impact on the variable Y. Therefore, it can be concluded that both the teaching method (X1) and formal reasoning (X2) have an influence on the students' learning outcomes (Y). This finding further strengthens previous research findings by employing a better methodology and a larger sample size, demonstrating that formal reasoning affects learning outcomes, although there are still other factors that influence learning outcomes, such as motivation, environment, and so on.

The relationship of formal reasoning ability and achievement motivation with student learning achievement

The purpose of this study was to determine the relationship between formal reasoning abilities and student achievement motivation. The method used is a quantitative research method with analysis using product moment correlation, assisted by SPSS version 16. Correlation research is a type of research used to explore the relationship between two or more variables. This study aims to determine whether there is a statistical relationship between these variables and to what extent this relationship is correlated. As for this study, researchers used the help of SPSS version 16 in analyzing the data. The sample selection in this study used a random sampling of 30 students. The independent variables in this study are formal reasoning (X1) and achievement motivation (X2), and the dependent variable is learning achievement (Y). Collecting data on formal reasoning, achievement motivation, and student achievement using a questionnaire The results of this study indicate that formal reasoning and achievement motivation have a strong relationship with student achievement, with each sig. (2-tailed) 0.02 between formal reasoning and learning achievement, so that 0.020.05 is smaller than the r table, which means there is a correlation between formal reasoning and learning achievement. As for learning motivation and learning achievement, the sig. (2-tailed), namely 0.02 0.05, means there is a correlation between learning motivation and learning achievement. From these results, formal reasoning allows individuals to think logically and systematically, while achievement motivation encourages academic success. The two mutually reinforce and enhance each other, creating a productive learning environment and enhancing overall individual achievement.

The Effect of PDEODE Learning Model on Competency of Electronic and Electronic Basics Lessons Reviewed From The Ability of Formal Reaching Students of Class X TITL A In Raden Rahmat Mojosari Vocational School

Improving student competence is very dependent on the learning model and students' formal reasoning abilities. This study aims to: (1) analyze differences in competencies between students taught with the PDEODE learning model and students taught using direct learning models in DLE subjects at SMK Raden Rahmat Mojosari, (2) analyze differences in competencies between students who have TKPFT and students who have TKPFR on DLE subjects at SMK Raden Rahmat Mojosari, (3) analyze the interaction between the use of learning models and TKPF on student competencies on DLE subjects at SMK Raden Rahmat Mojosari. This research is a type of experimental research that uses factorial analysis design. Data collection instruments were in the form of passive component social attitude competency observation sheets, passive component knowledge competency test sheets, passive component skills competency performance test sheets and formal reasoning ability test sheets for students. Based on the results of the study, it can be concluded that: (1) there are differences in competencies between students taught using the PDEODE learning model and students taught using direct learning models in DLE subjects at SMK Raden Rahmat Mojosari, (2) there are differences in competencies between students who have TKPFT and students who have TKPFR on DLE subjects at SMK Raden Rahmat Mojosari, (3) there is an interaction between the use of learning models and TKPF on student competencies in DLE subjects at SMK Raden Rahmat Mojosari.

The impact of students’ educational background, interest in learning, formal reasoning and visualisation abilities on gas context-based exercises achievements with submicro-animations

The purpose of this paper is to explore and explain students’ achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should be considered when explaining students’ achievements with context-based exercises. Seventy-nine students of three age groups (12, 16, and 23) participated in the study. Questionnaires, tests, and a semi-structured interview including computer-displayed context-based exercises were used to collect data. In addition, an eye-tracker was used to determine the exact location of the participants’ points of gaze. The results show that students on average answered correctly from 40 to 79% of all questions in the context-based exercises. The context-based exercise related to air compression is indicated as being difficult for students. In students’ explanations of different levels of chemical concepts, representation difficulties are detected in all three age groups of students. Students’ achievements in solving context-based gas exercises do not depend on interest in learning chemistry and visualisation abilities. However, statistically significant differences exist in total fixation duration on the correct submicrorepresentation animation between students with different formal-reasoning abilities. The results serve as a starting point for the planning of different context-based exercises and problems comprising the chemistry triplet with 3D dynamic submicrorepresentations.

Gender Difference and the Development Process of Formal Reasoning Abilities and Science Process Skills in Japan

Gender Difference and the Development Process of Formal Reasoning Abilities and Science Process Skills in Japan

Kesalahan Pemahaman Pada Konsep Dalam Belajar Fisika Bagi Siswa SMAN Di Jawa Timur Ditinjau Dari Beberapa Faktor Internal Dan Eksternal Yang Mempengaruhinya

The misconception that the SMAN students have concerning physics is very serious which effects the formal reasoning ability of the students and the teaching ability of the teachers. Though lab work has no direct influence on the occurence of misconception, it has a strong effect on the learning process in science of the students. These facts are among others the result of the study conducted on 26 SMAN throughout East Jawa.

Students' Acquisition of the Formal Reasoning Ability in Kaduna State, Nigeria

Students' Acquisition of the Formal Reasoning Ability in Kaduna State, Nigeria

Gender Related Differences in Acquisition of Formal Reasoning Schemata: Pedagogic Implication of Teaching Chemistry Using Process-Based Approach

The study was carried out to determine the effects of process based instruction on acquisition of formal reasoning ability in male and female Subjects under study. To determine the gender related differences in acquisition of formal reasoning ability 38 Subjects randomly selected from a Secondary School in Kaduna State, Nigeria were pre-tested using Group Assessment of Logical Thinking Test (GALT), after which they were exposed to process-based instruction for six weeks. The male and female subjects’ posttest scores were compared using t-test statistics. The initial gap between the male and female subjects in formal reasoning ability was bridged in all the Schemata (conservation, control of variables, proportional reasoning, probability reasoning, and combinatorial reasoning) except in correlational reasoning. Based on the results, one of the major recommendation made was that processbased instruction should be introduced in the early years in the Secondary Schools as means to reduce if not totally eliminate the gender-related differences in reasoning ability between male and female students in secondary schools.

Variables cognitivas y metacognitivas en la resolución de problemas de química: propuesta de estrategias didácticas

This paper presents and classifies the cognitive and metacognitive variables involved in the processes that students execute in problem solving. Moreover, it shows how these variables affect the students success in problem solving. These variables are classified in: piagetian and neo-piagetian, representational, metacognitive and transfer of learning. In the first group of variables it is discussed formal reasoning ability and other neo-piagetian factors. In the second group of variables it is analysed mental models and external representations. Implications for chemistry education are collected as a proposal of didactic strategies in the classroom.

The Effect of Adjunct Questions Emphasizing the Particulate Nature of Matter on Students' Understanding of Chemical Concepts in Multimedia Lessons

This study investigated the use of three types of adjunct questions to enhance and assess student learning of molecular-level chemistry concepts. Subjects were 98 volunteers in a college–level general chemistry course. The subjects were divided into three groups, each of which completed the same multimedia computer lessons, but different types of adjunct questions: (a) text-based macroscopic/symbolic questions, (b) text-based questions emphasizing the particulate nature of matter, and (c) pictorial questions emphasizing the particulate nature of matter. A conceptual test was administered, consisting of three parts: (1) macroscopic/symbolic text-based items, (2) molecular-level text-based items, and (3) molecular-level pictorial items. No significant differences were found among the three groups on any part of the test using scores on the TOLT (an assessment of formal reasoning ability), FIT (an assessment of mental capacity), and a pre-test as covariates. There was a significant positive relationship between TOLT scores and each of the three parts of the test. There was also a significant positive relationship between FIT scores and scores on the macroscopic and pictorial parts of the test. Formal reasoning ability accounted for more variance among test scores for all three parts of the test than did mental capacity.

Uma metodologia de ensino de lógica aplicada em cursos de ciências humanas

O impacto causado pelo uso de novas tecnologias nos diversos setores da atividade econômica requer profundas transformações no processo pedagógico dos cursos superiores de Ciências Humanas e Ciências Sociais Aplicadas, trazendo dificuldade e insegurança para os educadores e coordenadores de instituições de ensino superior. Para alcançar um conhecimento das tecnologias correntes, que possa ser aplicado na solução de problemas reais de diversas naturezas, torna-se essencial o ensino de conceitos fundamentais de Lógica Aplicada tradicionalmente presentes em cursos de Ciências da Computação, proporcionando uma formação teórica, o desenvolvimento de raciocínio lógico e formal e de habilidades práticas bastante exigidas no mercado de trabalho. Apresentamos uma metodologia para o ensino de conceitos fundamentais de Lógica Formal Aplicada que vem sendo usada em cursos de graduação em Administração e Economia, com o propósito de colaborar na construção de um novo paradigma de ensino de tecnologia, que se aplica a diversas áreas de atuação, e contribuir para o aprimoramento do processo pedagógico desses cursos.

The ABCs of analogical abilities: Evidence for formal analogical reasoning abilities in 24‐month‐olds

Solving formal analogy problems requires the identification of an initial term and the transformation that occurs between the initial two terms as well as the determination of the final term. Experiment 1 tested 24‐month‐olds' ability to determine final terms when they were shown the initial term and told the transformation that was to occur. Children selected their responses from an array of two principled distracters. The children were able to determine the correct final term when they were given information about the initial term and transformation. Experiment 2 tested 24‐month‐olds' ability to solve final‐term problems, partial analogies, and complete analogies. The children solved all the three types of problems.

Curricular reform and inquiry teaching in biology: where are our efforts most fruitfully invested?

University faculty often express frustration with the accuracy of students' understanding of science in general and of evolution in particular. A rich research literature suggests that inquiry-based pedagogies are more effective in producing meaningful learning than are traditional, didactic approaches. A pragmatic investigation into the efficacy of inquiry-based curricular reforms compared to traditional laboratory activities was undertaken in the introductory biology course for majors at a large state university in the southeastern United States. The topics of the course focused on biodiversity, evolution, and plant and animal anatomy and physiology. Students' learning in the inquiry versus traditional units was compared using both a test of pre-post content knowledge as well as open-ended written responses in which students described events in which there was meaningful learning and conceptual changes. The pre-post tests were replicated over five semesters of the same course (n = 1493 students). Students' misconceptions as well as examples of meaningful learning were gathered for two semesters in the same course (n = 518 students). Results consistently revealed that descriptive, concrete topics such as anatomy can be taught effectively using traditional didactic methods; average effect sizes (a measure of the difference between pretest scores and posttest scores) range from 1.8 to 2.1. The inquiry units also increased knowledge of content on the topics of evolution and biodiversity by a significant degree (average effect sizes range from 1.0 to 1.1), despite the fact that students spent less than half the instructional time on these units compared to the didactic units. In addition, a literature review indicated that highly abstract or mathematical concepts such as evolution or geologic time require greater formal reasoning ability and that students often show lesser gains in these areas compared to more concrete topics. It was therefore especially notable that the frequency of meaningful learning events was significantly higher in the units on evolution compared to the traditional units (χ(2) P < 0.5 to 0.001). A catalog of students' misconceptions (some of which were quite unexpected) was also generated and found useful for future teaching. Therefore, we feel that when time and resources for curricular reform are limited, those efforts should prioritize abstract and foundational topics such as evolution. Didactic teaching appears sufficient for more concrete topics such as anatomy.

Self‐efficacy, reasoning ability, and achievement in college biology

AbstractThis study compared the relationships of self‐efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self‐efficacy, a significant positive correlation was predicted between reasoning ability and degree of self‐efficacy to complete biological tasks. Further, reasoning ability was predicted to be more highly correlated with course achievement than self‐efficacy. The study involved pre‐ and posttesting 459 introductory biology students. Both self‐efficacy and reasoning ability increased during the semester. As predicted, self‐efficacy and reasoning ability were positively correlated. Depending on the nature of the achievement measure, reasoning ability accounted for some 15 to 30 times more variance in achievement than self‐efficacy. Also, as predicted, reasoning ability was a strong predictor of self‐efficacy, but self‐efficacy was not a strong predictor of reasoning ability. Self‐efficacy estimates and achievement were higher for the concrete tasks than for the formal tasks and higher for the formal tasks than for the postformal tasks. In general, students tended to overestimate their abilities to carry out the concrete, formal, and postformal tasks. Results support the study's working hypothesis that intellectual development continues for some students during the college years, that a postformal level of intellectual development exists, and that reasoning ability is a primary factor influencing both self‐efficacy and achievement. Student overestimation of their abilities may contribute to complacency, lack of effort, and to less than optimal achievement. Consequently, it may be advantageous early in the semester to provide students with particularly challenging tasks that “shock” them out of their complacency and perhaps increase their effort, their reasoning skills, and their achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 706–724, 2007

The structural coherence of students' conceptions in mechanics and conceptual change

In this study the existing relationship between the degree of structural coherence of students' preconceptions in mechanics and the viability of conceptual change is looked into. One hundred and fifty-five Grade 10 students were given two tests on conceptions of mechanics both before and after teaching. They also completed a Spanish version of the Test of Logical Thinking (TOLT), the objective being to evaluate their formal reasoning ability. The results show that the students with the highest level of formal reasoning change their alternative conceptions more easily when these display a higher level of initial structuralization. Students showing concrete reasoning do so more easily when their conceptions are less structured. These results suggest the existence of interaction between the mechanisms of change and the individual differences between the students. With these conclusions as a base, some educational implications of interest for the teaching of science are discussed.

Relationship of Connected and Separate Knowing to the Learning Styles of Kolb, Formal Reasoning, and Intelligence

The present investigation examined the relationship between the Connected and Separate Knowing dimensions of the Knowing Styles Inventory [K. H. Knight, M. H. Elfenbein, and J. A. Messina (1994) “A Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory,” paper presented at the meeting of the New England Educational Research Organization, Rockport, ME; (1995) “A Preliminary Scale to Measure Connected and Separate Knowing: The Knowing Styles Inventory, Sex Roles, Vol. 33, pp. 499–513] and the Concrete Experience and Abstract Conceptualization learning modes of D. A. Kolb [(1984) Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: Prentice-Hall], formal reasoning ability [B. Inhelder and J. Piaget (1958) The Growth of Logical Thinking from Childhood to Adolescence, New York: Basic Books; (1975) The Origin of the Idea of Chance in Children, New York: W. W. Norton; K. G. Tobin and W. Capie (1981) “The Development and Validation of a Group Test of Logical Thinking,” Educational and Psychological Measurement, Vol. 41, pp. 413–423], and vocabulary and abstract thinking ability [W. C. Shipley, (1940) “A Self-Administering Scale for Measuring Intellectural Impairment and Deterioration,” Journal of Psychology, Vol. 9, pp. 371–377], Study 1 (126 females, 117 males) found that males who were more connected were more likely to describe their learning style as emphasizing feeling rather than thinking (i.e., scored higher on Concrete Experience). Studies 2 (59 females, 39 males) and 3 (56 females, 58 males) found no relationship between Connected or Separate Knowing and formal reasoning and vocabulary or abstract thinking ability, respectively. Suggestions for future research were presented.

Computer‐Assisted, Semi‐Programmed, and Teaching Assistant‐Led Instruction in General Chemistry

The purpose of this study was to investigate computer‐assisted instruction and semi‐programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect of formal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises, the semi‐programmed instruction was most effective. Students had more positive attitudes when using the semi‐programmed instruction than when attending traditional recitation/discussion sections.

Formal Reasoning Ability in Preservice Elementary Education Students

AbstractApplications of computers and associated technologies in education often call for students to use and develop formal reasoning skills. Preservice teachers are often expected to possess the formal reasoning skills needed to use technology in this manner and later, as teachers, to instruct their students in such applications of technology. This study examines the formal reasoning abilities of 147 preservice elementary education students enrolled in a computer education course at a large mid-western university via the Arlin Test of Formal Reasoning (ATFR). A descriptive picture of students’ abilities for the categories of concrete, high concrete, transitional, low formal, and formal reasoning is presented. Possible correlations between subjects’ ages and self-reported grade point averages and their scores on the ATFR are investigated. Implications for the schools and for computer and technology courses for preservice teachers are discussed.

Systematic modeling versus the learning cycle: Comparative effects on integrated science process skill achievement

This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.

The Effects of Training in Combinatorial Reasoning and Propositional Logic on Formal Reasoning Ability in Junior High School Students

Scientific reasoning is an important skill for students. According to Piaget, students develop formal reasoning during their teens. Studies have shown, however, that some secondary students and adults are unable to reason formally. This study sought to determine three things: Can combinatorial and propositional reasoning be taught to junior high school students? Does moving from the familiar to nonfamiliar facilitate nonspecific transfer? Does gender influence the learning of reasoning skills? Subjects were concrete operational reasoners at pretest. With 20 ten minute instructional episodes, students were able to learn and use combinatorial reasoning and propositional logic, with specific transfer only. There were no significant effects for gender. Students who had received the treatments experienced less frustration and better achievement in their science classes as compared to their non treatment counterparts. The results suggested that reasoning instruction can be effective and should be includ...