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Using a sample of 908 eleventh grade science stream male and female students from similar socioeconomic area schools, variance based psychometric properties of three paper-and-pencil tests of logical thinking (Longeot test, Lawson's test TOFR, and Tobin and Capie's test TOLT) are investigated. A sub-sample of 212 students took the three tests in randomly allocated different sequential orders of presentation, while 696 students took only two tests. Alfa coefficients for each test separately and for the three tests combined together, concurrent validity coefficients, measures of item difficulty, item discrimination, item-criterion correlation, and 30-day stability coefficients are calculated. Considering the relative homogeneity of the sample, the reliability coefficients of the tests are judged satisfactory, but concurrent validity coefficients are quite low which implies incongruency in decisions made on the basis of the three tests. Need for estimating various psychometric parameters of alternative tests of logical thinking over different grade populations is emphasized. 相似文献
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Frances Lawrenz 《科学教学研究杂志》1990,27(9):835-847
Science teachers are encouraged to emphasize higher-order thinking skills, but little is known about the use and relationships of teaching techniques related to these skills. This study reports on a recent survey in Minnesota designed to provide a picture of the instructional styles that are used by seventh and eighth grade science teachers. Further, the data were factor analyzed to identify underlying structure and the resulting factors were correlated to examine the relationships between the factors. Although relationships do exist, it appears that seventh and eighth grade science teachers are individualistic and diverse in their reported teaching technique preferences. 相似文献
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Denis Goodrum 《Research in Science Education》1979,9(1):177-182
Conclusion In general terms the study indicates for the three schools examined the relationship between the academic grade of junior
secondary advanced science students and creative right hemispheric thinking is weak, but the relationship between the student's
grade and rational logical thinking is much stronger.
It may be that such relationships are a natural consequence of maturation and not related to the work done in the school.
Most educators would feel that the school system has some effect.
If each child is going to realise one's full thinking potential, it is important that the creative and holistic modes of thinking
be developed. In a future world which will be immersed in rapid change the need for this type of thinking is even more acute. 相似文献
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周奇峰 《宁波教育学院学报》2002,4(3):74-76
形象思维是最基本的思维活动 ,逻辑思维是在形象思维的基础上发展起来的。学生的学习也必须从形象思维开始 ,向逻辑思维发展。因此 ,教学中必须让学生学会怎样对自然科学问题建立科学模型 ,以顺利地完成从形象思维到逻辑思维的飞跃 相似文献
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科学的发展、知识的创新,离不开逻辑思维能力的提高;逻辑思维能力的提高又有助于促进科学的进步及科学发展观的贯彻实施;思维能力的提高与科学的发展、人类的进步是相辅相成的.逻辑思维能力的提高既是"以人为本"的体现,又是马克思主义人学思想的当代演绎. 相似文献
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吴春娥 《淮阴师范学院学报(哲学社会科学版)》2010,32(2):180-184
库恩的范式思维方式是在研究特定科学领域的基本理论结构基础上所产生的基本观点和方法。范式随科学发展而不断转换并具有不可通约性,其理论比逻辑实证主义和波普尔的证伪主义更具合理性,但也有其局限性。范式理论在多个方面对SSK的发展产生重大的影响。 相似文献
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科学的发展、知识的创新,离不开逻辑思维能力的提高;逻辑思维能力的提高又有助于促进科学的进步及科学发展观的贯彻实施;思维能力的提高与科学的发展、人类的进步是相辅相成的。逻辑思维能力的提高既是＂以人为本＂的体现,又是马克思主义人学思想的当代演绎。在目前的形势下,一定要重视逻辑教学,提高青少年的逻辑思维能力。 相似文献
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杜焕强 《华南师范大学学报(社会科学版)》2005,2(2):32-37
爱因斯坦认为现代科学理论不可能从事实用归纳法导出,科学理论又具有思辨性和虚构性的特点。因此科学理论只能由思维的自由创造而产生。爱因斯坦这种自由的思想是其认识论的精髓。这种自由的创造受到物质性、逻辑简单性和经验检验等三个原则的约束。 相似文献
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The purpose of this research was to search for a learning hierarchy among skills comprising formal operations and the integrated science processes. Ordering theoretic and probabilistic latent structure methods were used to analyze data on five process skills and six logical thinking skills collected from 700 science students. Both linear and branching hierarchical relationships were identified within and across the two sets of skills. Most of them fit the logical hierarchies which have guided curriculum development and classroom practices in the past. But a few run counter to our present logic and understanding of these skills. 相似文献
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论具体思维——自然语言基本思维方式系列研究之三 总被引：3，自引：0，他引：3
在抽象思维的局限性和困难面前,有一批思想家在辩证思维和辩证逻辑的名义下,不自觉地探讨由抽象走向具体的思维途径;另一些思想家则企图回归经验主义。早在一百多年前,马克思就提出由抽象走向具体的思维发展道路。具体思维是遵循同异对立统一律的逻辑规律型思维。同异对立统一律是在变革对象观念的前提下,从同与异的对立统一中取同取异地把握、代换对象观念的逻辑规律。具体逻辑是遵循同异对立统一律组合具体逻辑形式而形成的结构具体思维成果的逻辑。具体逻辑形式是具体逻辑的遵循同异对立统一律的结构模式,是运用具体语词表这的逻辑形式。具体思维方法是遵循同异对立统一律的思维方法。在今天的科学眼界下,具体思维是最佳的运用自然语言的逻辑规律型思维方式。 相似文献
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创造性思维是逻辑思维与非逻辑思维的对立统一 总被引：1，自引：0，他引：1
辑思维与非逻辑思维是创造性思维的两种基本思维形式 ,逻辑思维是有序地进行创造的过程 ,是创造性思维的前提条件。非逻辑思维是指灵感、顿悟等思维 ,它在逻辑思维中断时能起“接通”的作用使逻辑思维得以继续进行。逻辑思维与非逻辑思维是矛盾的对立统一 ,两者互相依存、互相补充共同完成创造思维的过程。在培养创新能力时不能只注重灵感、顿悟等非逻辑因素 ,忽视逻辑思维的作用 相似文献
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Ronald J. Burke 《Journal of Experimental Education》2013,81(4):11-13
Four factor analyses of subtests of three critical thinking tests, a logical reasoning test, and an English test were conducted. Nine group and specific factors were identified. It was concluded that critical thinking is a composite of group and specific factors including: recognition of assumptions; judgments if conclusions follow from evidence given; relevance of evidence; fine discriminations about truth or falsity with which inferences follow. The logical reasoning subtest appeared to represent specific separate variance. The English subtests’ variance overlapped substantially with the critical thinking subtests’ variance. 相似文献
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逻辑学是研究思维形式及其规律的科学,对于数学教师而言,形式逻辑的正确掌握和运用是最基本的素养。提升逻辑素养,有助于数学教师提升自身的科学素养。深刻地认识数学内容中的逻辑问题,以较高的层次分析和处理数学教学活动中的问题,从而使得数学思维活动循着正确的道路前进。 相似文献
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Zubeyde Demet Kirbulut Esen Uzuntiryaki-Kondakci Michael Edward Beeth 《International Journal of Science Education》2016,38(13):2152-2173
This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) – a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study was conducted with 349 10th grade students while 338 11th grade students participated in the validation study. In order to test the two-factor structure of MARS, confirmatory factor analysis was employed with data from the validation study. Findings supported the two-factor structure of the MARS instrument. For further validity evidence, the relationship between students’ metaconceptual awareness and regulation and their use of learning strategies were examined using canonical correlation analysis. A significant correlation was found between the factors of MARS and learning strategies. Research and practical applications of MARS by science education researchers and teachers are discussed. 相似文献
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Ehud Jungwirth 《Research in Science & Technological Education》2013,31(2):103-115
In today's science curricula, especially the Science‐Technology‐Society (STS) approach, ‘process skills’, including aspects of critical thinking and logical analysis, are heavily stressed. Many studies—globally‐‐have shown serious deficiencies in secondary schools, and also in (student‐) teacher populations. The question arose whether, and to what extent, science teachers critically and spontaneously attend to the logical structure of situations, do so only after prompting, or completely fail to do so. The ‘Analysis of Scientific Passages Test’ (ASPT) was constructed to ascertain whether respondents would spontaneously identify invalid conclusions as the common denominator of logically isomorphous situations, would do so only after being informed that the conclusions were invalid and be able to give reasons for this fact, or would be unable to do so at all. The test was administered to 76 practising science teachers attending an STS summer course at a major university in the mid‐western USA. Zero scores were obtained by 13% in the test, 17% obtained full scores, the rest occupied transitional positions; but no less than 51% did not attend to the logical structure and conclusions of the situations without being told to do so. The findings‐‐in line with previous ones on similar aspects of ‘process skills’ by this and other authors‐‐were interpreted to represent serious shortcomings in science teachers' pre‐ and inservice education, leading to their failure to allocate the same emphases and priorities to their teaching activities as one might expect them to do considering curricular demands and expectations. 相似文献
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创新思维是逻辑思维与非逻辑思维的辩证统一 总被引：2，自引：0，他引：2
胡满场 《信阳师范学院学报(哲学社会科学版)》2000,20(1):29-32
随着我国社会、经济、科技、文化的日益发展,创新思维和创新思维方法的研究越来越受到人们的广泛关注.就目前对创新思维的研究而言,还只是处于对创新思维及其方法的进一步认识阶段.在这个阶段,人们的认识并未完全达到一致.笔者对"创新来自非逻辑思维"的观点不敢苟同,认为创新思维既不排斥逻辑思维又不满足于逻辑思维,创新思维的根本方法--想象与灵感均是逻辑思维与非逻辑思维的对立统一. 相似文献
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刘培育 《徐州师范大学学报(哲学社会科学版)》2011,37(4):123-125
开展逻辑理论研究,推动逻辑科学发展,开展逻辑教育活动,提高人民的逻辑思维素质,以逻辑专长为社会发展、国家进步献计献策,是我国逻辑工作者的主要服务领域,然而大多数逻辑工作者还仅是从事逻辑教育活动。逻辑教育的根本目的是提高人的思维素质。思维素质是一个人最基本、最重要的素质。中华文明几千年,逻辑意识相对薄弱。现在,不论是校内教育还是校外教育,仍对逻辑思维教育重视不够。广大逻辑工作者要以提高中华民族的思维素质为己任,多做些实事。 相似文献