Dual Processing theory proposes that the ability to over ride associative (System 1) in favour of analytical (System 2) processed in deductive reasoning may depend on inhibitory control. The present study applies this association to a spatial reasoning task by adapting a mental rotation task to a multichoice format including System 1 (mirror) and System 2 (rotated image) responses. Fifty undergraduate volunteers from the University of Canterbury responded to a Stroop task as a measure of inhibitory control that was compared with System 1 and System 2 responding from a spatial and a deductive reasoning task. It was expected that people with weaker inhibitory potential would make more System 1 and fewer System 2 responses in both deductive and visual-spatial reasoning tasks. Contrary to expectation System 2 responding dominated for both tasks and correlations between both reasoning tasks and measures of inhibitory control were non-significant. The differing idiosyncratic demands of each task may have obscured any common variables associated with inhibitory control. This research initiated a test for the presence of System 1 and System 2 in spatial reasoning.

Esse trabalho adota concepção de que o ensino de ciências deve dar condições para que o aluno possa aprender ciências, aprender sobre ciências e aprender a fazer ciências. Para tal, é importante pensar o ensino de ciências a partir da perspectiva da alfabetização científica, favorecendo o uso de situações investigativas e resoluções de problemas nos quais os alunos sejam iniciados nas práticas científicas escolares, se apropriando de práticas próprias da Ciência, tais como a linguagem e a construção coletiva do conhecimento. Neste contexto, acreditamos que a resolução de problemas em sequências didáticas investigativas de ecologia favorece a aprendizagem de conceitos e de etapas de como a ciência é construída, como o levantamento de hipóteses. Assim, dado que o levantamento de hipóteses é uma ação importante nas aulas de ciências, acreditamos que a averiguação desse momento da aula pode apontar indicadores de aulas investigativas. Assim, a questão de pesquisa deste trabalho é: \"Como as hipóteses escolares em sequências didáticas investigativas podem ser caracterizadas nas aulas de ciências? \" Para identificar as hipóteses utilizamos o padrão de raciocínio hipotético dedutivo e propomos características para hipóteses escolares considerando a sua função, estrutura, qualidade e conteúdo. Defendemos que a construção de hipóteses utilizando o raciocínio hipotético dedutivo nas aulas de ciências é importante para uma comunicação estruturada que usa a maneira lógica nos moldes do raciocínio cientifico, e que favorece ao aluno desenvolver habilidades próprias da comunidade científica como a apropriação da linguagem. As hipóteses escolares podem ser consideradas em dez características. Considerar as características da hipótese escolar é ir além do simples preenchimento dos elementos de raciocínio hipotético dedutivo, é avaliar a qualidade da hipótese que o aluno levanta. Isso ajuda no planejamento e execução de ações que auxiliem no aprendizado dos alunos pois indica quais as relações de ideias os alunos estão fazendo durante a resolução dos problemas e pode ser um indicador do eixo funcional da alfabetização científica. / This work adopts conception of which the sciences teaching must give conditions so that the pupil can learn sciences, learn on sciences and learn to do sciences. For such, the sciences teaching is important to think from the perspective of the scientific literacy, favoring the use of situations investigative and resolutions of problems into which the pupils are initiated in school scientific practices, appropriating of practices own to the Science, such as the language and the collective construction of the knowledge. In this context, we believe that the problems resolution in didactics sequences of ecology favors the apprenticeship of concepts and of steps of as the science is built, like the lifting hypothesis. Thus, since the hypothesis survey is an important action in the science classes, we believe that the investigation of this moment of the class can indicate indicators of investigative classes. Thus, the research question of this work is: \"How can school hypotheses in investigative didactic sequences be characterized in science classes?\" To identify the hypotheses we use the hypothetical deductive reasoning pattern and propose characteristics for school hypotheses considering their function, structure, quality and content. We argue that the construction of hypotheses using deductive hypothetical reasoning in science classes is important for a structured communication that uses the logical way in the scientific reasoning, and that favors the student to develop skills proper to the scientific community as the appropriation of language. The school hypotheses can be considered in ten characteristics. Consider the characteristics of the school hypothesis is to go beyond simply filling in the elements of hypothetical deductive reasoning, it is to evaluate the quality of the hypothesis that the student raises. This helps in the planning and execution of actions that aid in student learning because it indicates what ideas relationships students are doing during problem solving and can be an indicator of the functional axis of scientific literacy.

There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.

Euclidean geometry and geometric proof have occupied a central place in mathematics education from classical Greek society through to twentieth century Western culture. It is proof which sets mathematics apart from the empirical sciences, and forms the foundation of our mathematical knowledge, yet students often fail to understand the purpose of proof, they are unable to construct proofs, and instead readily accept empirical evidence or the authority of textbooks or teachers. (For complete abstract open document)

Dual Processing theory proposes that the ability to over ride associative (System 1) in favour of analytical (System 2) processed in deductive reasoning may depend on inhibitory control. The present study applies this association to a spatial reasoning task by adapting a mental rotation task to a multichoice format including System 1 (mirror) and System 2 (rotated image) responses. Fifty undergraduate volunteers from the University of Canterbury responded to a Stroop task as a measure of inhibitory control that was compared with System 1 and System 2 responding from a spatial and a deductive reasoning task. It was expected that people with weaker inhibitory potential would make more System 1 and fewer System 2 responses in both deductive and visual-spatial reasoning tasks. Contrary to expectation System 2 responding dominated for both tasks and correlations between both reasoning tasks and measures of inhibitory control were non-significant. The differing idiosyncratic demands of each task may have obscured any common variables associated with inhibitory control. This research initiated a test for the presence of System 1 and System 2 in spatial reasoning.

Esse trabalho adota concepção de que o ensino de ciências deve dar condições para que o aluno possa aprender ciências, aprender sobre ciências e aprender a fazer ciências. Para tal, é importante pensar o ensino de ciências a partir da perspectiva da alfabetização científica, favorecendo o uso de situações investigativas e resoluções de problemas nos quais os alunos sejam iniciados nas práticas científicas escolares, se apropriando de práticas próprias da Ciência, tais como a linguagem e a construção coletiva do conhecimento. Neste contexto, acreditamos que a resolução de problemas em sequências didáticas investigativas de ecologia favorece a aprendizagem de conceitos e de etapas de como a ciência é construída, como o levantamento de hipóteses. Assim, dado que o levantamento de hipóteses é uma ação importante nas aulas de ciências, acreditamos que a averiguação desse momento da aula pode apontar indicadores de aulas investigativas. Assim, a questão de pesquisa deste trabalho é: \"Como as hipóteses escolares em sequências didáticas investigativas podem ser caracterizadas nas aulas de ciências? \" Para identificar as hipóteses utilizamos o padrão de raciocínio hipotético dedutivo e propomos características para hipóteses escolares considerando a sua função, estrutura, qualidade e conteúdo. Defendemos que a construção de hipóteses utilizando o raciocínio hipotético dedutivo nas aulas de ciências é importante para uma comunicação estruturada que usa a maneira lógica nos moldes do raciocínio cientifico, e que favorece ao aluno desenvolver habilidades próprias da comunidade científica como a apropriação da linguagem. As hipóteses escolares podem ser consideradas em dez características. Considerar as características da hipótese escolar é ir além do simples preenchimento dos elementos de raciocínio hipotético dedutivo, é avaliar a qualidade da hipótese que o aluno levanta. Isso ajuda no planejamento e execução de ações que auxiliem no aprendizado dos alunos pois indica quais as relações de ideias os alunos estão fazendo durante a resolução dos problemas e pode ser um indicador do eixo funcional da alfabetização científica. / This work adopts conception of which the sciences teaching must give conditions so that the pupil can learn sciences, learn on sciences and learn to do sciences. For such, the sciences teaching is important to think from the perspective of the scientific literacy, favoring the use of situations investigative and resolutions of problems into which the pupils are initiated in school scientific practices, appropriating of practices own to the Science, such as the language and the collective construction of the knowledge. In this context, we believe that the problems resolution in didactics sequences of ecology favors the apprenticeship of concepts and of steps of as the science is built, like the lifting hypothesis. Thus, since the hypothesis survey is an important action in the science classes, we believe that the investigation of this moment of the class can indicate indicators of investigative classes. Thus, the research question of this work is: \"How can school hypotheses in investigative didactic sequences be characterized in science classes?\" To identify the hypotheses we use the hypothetical deductive reasoning pattern and propose characteristics for school hypotheses considering their function, structure, quality and content. We argue that the construction of hypotheses using deductive hypothetical reasoning in science classes is important for a structured communication that uses the logical way in the scientific reasoning, and that favors the student to develop skills proper to the scientific community as the appropriation of language. The school hypotheses can be considered in ten characteristics. Consider the characteristics of the school hypothesis is to go beyond simply filling in the elements of hypothetical deductive reasoning, it is to evaluate the quality of the hypothesis that the student raises. This helps in the planning and execution of actions that aid in student learning because it indicates what ideas relationships students are doing during problem solving and can be an indicator of the functional axis of scientific literacy.

Economists have convulsively maintained the assumption that humans are able to arrive at decisions by perfect deductive rationality, despite the fact empirical evidences are showing otherwise. The contradicting evidences have resulted in a personal view that instead of finding a unified theory about decision-making, a sound approach would be to study how humans in fact are reasoning in specific contexts. The context of interest for this paper is where it could be assumed humans’ persistence of acting rational is determined by the perceived burden of the problem. In this work, the inductive way of arriving at decisions plays an important role, and the paper will present a way of describing this process in a consistent way. The process will be denoted as the actual level of behavioral change, and represent the core property of this paper. Applying the presented theory is most appropriate for situations where it could be assumed the burden of a problem, expressed as a prevalence rate, will drive the behavioral change. The line of reasoning in this paper will therefore be applied to the important arena of fighting the spread of HIV.

This is a qualitative research that draws Gee‟s Discourse analysis to understand how learners communicate their mathematical reasoning in a multilingual classroom in South Africa. The study involved a Grade 11 class of 25 learners in a township school East of Johannesburg. The research method used was a case study. Data was collected using classroom observations, and document analysis. The study has shown that learners communicate their mathematics reasoning up to a certain level. The way learners communicated their mathematical reasoning depended on the activities that were given by the textbook being used in the classroom, and the questions which the teacher asked during the lessons. From the findings of the study, recommendations were made: the assessment of how learners communicate their mathematical reasoning should have a basis, say the curriculum. If the curriculum states the level of mathematical reasoning which the learners at Grade 11 must reach, then the teacher will have to probe the learners for higher reasoning; mathematics classroom textbooks should be designed to enable learners communicate their mathematical reasoning. The teacher should ask learners questions that require learners to communicate their mathematical reasoning.

Kurį laiką buvo manoma, kad vaikai, kurie dar neperėjo priešoperacinės stadijos nemoka daryti tranzityvumo santykio išvadų apie kiekybę (Pears, Bryant, 1992). Pasak Schnall ir Gattis (1998), daugelis tyrinėtojų bando atsakyti į klausimą, iki kokio laipsnio ir nuo kokio amžiaus vaikai gali išspręsti tranzityvumo santykio vertinimo užduotis. Nors Piaget ir kiti (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) manė, kad vaikai tik apie 7-8 metus ir vyresni geba teisingai išspręsti tranzityvumo vertinimo užduotis, jaunesni vaikai (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974) (cit. pagal Schnall, Gattis, 1998) taip pat geba tranzityviai vertinti pasitreniravus. Bryant ir Trabasso (1971; cit. pagal Schnall, Gattis, 1998) padarė išvadą, kad tranzityvumo vertinimo u���duočių neišsprendimas gali būti greičiau dėl darbinės atminties ribotumo nei dėl kognityvinių trūkumų. Tyrimo objektas – 4-6 metų vaikų tranzityvumo supratimas. Tyrimo tikslas – charakterizuoti 4-6 metų vaikų tranzityvumo santykio supratimo ypatumus. Siekiant šio tikslo, išsikelti šie uždaviniai: 1. Sudaryti ir pateikti 4-6 metų am����iaus vaikams tris užduotis, kurios tiria tranzityvumo santykio supratimą. 2. Nustatyti, ar 4-6 metų vaikai geba tranzityviai samprotauti. 3. Palyginti užduotis pagal tiesioginius atsakymus. 4. Palyginti užduotis pagal kokybinius atsakymus. 5. Palyginti berniukų ir mergaičių gebėjimą tranzityviai samprotauti. Prieš atliekant tyrimą buvo išsikeltos tokios hipotezės: 1. 4-6... [toliau žr. visą tekstą] / It was believe that children which didn‘t pass preoperational stage, can‘t to do transitivity conclusions about quantity (Pears, Bryant, 1992). According Schnall and Gattis (1998), many researchers trying ask to question by what degree and from what age children are able to solve transitivity interference tasks. Though Piaget and others (Inhelder ir Piaget, 1958; cit. pagal Schnall, Gattis, 1998) thought that children only about 7-8 years and older can to solve transitivity interference tasks right, younger children (Bryant ir Trabasso, 1971; Riley ir Trabasso, 1974; by Schnall, Gattis, 1998) also are able to solve transitivity interference tasks if they are trained. Bryant and Trabasso (1971; by Schnall, Gattis, 1998) made conclusion that wrong solving of transitivity interference tasks can be rather for working memory limitation nor cognitive deficits. Object of the Study – understanding transitivity in 4-6 years old children. The aim of the study was to characterize understanding transitivity in 4-6 years old children. Goals of the study: 1. Organize and represent for 4-6 years old children three tasks which research inderstanding transitivity. 2. Find, are 4-6 years old children able to reason transitively. 3. Compare tasks by direct answers. 4. Compare tasks by qualitative ansvers. 5. Compare ability to reason transitively in boys and girls. Hyphotesis: 1. 4-6 years old children are able to reason transitively. 2. Children did more mistakes in tasks which were hard to... [to full text]

Les dyscalculie se caractérise par d’importantes difficultés d’apprentissage des maths, malgré une scolarisation adéquat et des capacités intellectuelles dans la norme. Même si ce trouble affecte 3 à 7% des enfants d’âge scolaire, ses causes restent encore peu connues. Il a été proposé que la dyscalculie consiste en un déficit spécifique de représentation des quantités numériques, causé par des anomalies cérébrales au niveau du sillon intra-pariétal (IPS). Cependant, de plus en plus d’études suggèrent que la dyscalculie serait dûe à des atteintes cognitives générales. Cette thèse s’est intéressée au lien entre apprentissage des maths et une forme de raisonnement déductif, à savoir le raisonnement transitif (A>B, B>C donc A>C). Dans une première étude en Imagerie par Résonance Magnétique fonctionnelle (IRMf), nous avons comparé l’activité cérébrale d’enfants dyscalculiques de 9 à 12 ans à celle d’enfants neurotypiques de même âge pendant l’écoute d’histoires comprenant des problèmes transitifs. Dans une seconde étude, nous avons évalué l’amélioration en maths des enfants neurotypiques 1,5 an après la session IRMf. Nous avons déterminé si les mesures cérébrales associées au raisonnement transitif pouvaient prédire l’amélioration en maths. Nous avons mis en évidence l’implication de l’IPS gauche dans le raisonnement transitif chez les enfants neurotypiques mais pas chez les dyscalculiques, qui étaient moins précis pour évaluer les problèmes transitifs. Par ailleurs, les capacités de mémoire de travail étaient corrélées à la performance et à l’activité de l’IPS lors du raisonnement transitif. Enfin, l’activité cérébrale de l’IPS pendant le traitement des problèmes transitifs prédisait l’amélioration en maths chez les enfants neurotypiques. Ces résultats soulignent l’importance du raisonnement transitif pour l’apprentissage des maths et suggèrent qu’un déficit de traitement des problèmes transitifs dans l’IPS pourrait contribuer à la dyscalculie / Children who struggle to learn math despite normal intelligence and adequate schooling may suffer from dyscalculia. Although this learning disability may affect 3-7% of children worldwide, its causes remain poorly understood. Previous research has suggested that dyscalculia was due to a specific deficit in the processing of numerical magnitude that results from neural anomalies to the Intraparietal Sulcus (IPS). However, a growing body of studies has highlighted the domain-general deficits exhibited by children with dyscalculia. The goal of the present thesis was to investigate the neural relationship between math learning and a type of deductive reasoning, namely transitive reasoning (A>B, B>C, therefore A>C). In a first study, we used functional Magnetic Reasonance Imaging (fMRI) to measure brain activity in both typically developing (TD) children and chidren with dyscalculia while they listened to stories that included transitive relations. In a second study, we followed TD children longitudinally and to test whether brain measures of transitive reasoning could predict math improvement. First, the processing of transitive relations was associated with enhanced activity in the left IPS in TD children, but not in children with dyscalculia. Second, children with dyscalculia made more errors when processing transitive relations than TD peers. Third, IPS activity and behavioral performance was correlated with working-memory skill across all participants, suggesting that working memory impairments contribute to impaired transitive reasoning skills. Fourth, math gain in TD children was predicted by brain activity around the IPS during the processing of transitive relations. Therefore, the present findings show that measures of transitive reasoning are associated with math achievement. Our results further suggest that impaired neural processing of transitive relations in the IPS may contribute to math difficulties in dyscalculia