View in EDS

Deductive Reasoning, Logo and the Schools.

Saved in:
Bibliographic Details
Title: Deductive Reasoning, Logo and the Schools.
Language: English
Authors: Brownell, Gregg, Zirkler, Dieter
Peer Reviewed: N
Page Count: 4
Publication Date: 1990
Document Type: Speeches/Meeting Papers
Descriptors: Computer Assisted Instruction, Critical Thinking, Deduction, Elementary Secondary Education, Error Correction, Postsecondary Education, Programing, Programing Languages, Thinking Skills
Abstract: Children often have difficulty developing debugging skills. This may be attributable to instructional methods that discourage reflection on one's reasoning errors. Logo instruction may encourage such reflection. Two studies examined Logo's effect on confirmation bias--the tendency to select confirming over disconfirming information to prove an hypothesis. One study viewed elementary students while the second investigated college students. A third study investigated confirmation bias developmentally in grades 4 through 12. While Logo programming did not significantly effect deductive reasoning, elementary students exhibited an unusually high tendency to be disconfirmers while college students were confirmers. A significant difference was found in that twelfth graders more frequently selected confirming information than did fourth graders. This suggests that elementary students may be less resistant to learning self-reflective debugging skills than older students. Also, programming instructors may need to generate specific strategies to address confirmation bias in older students at the secondary school and university levels. (Author)
Entry Date: 1991
Accession Number: ED325101
Database: ERIC
Description
Abstract:Children often have difficulty developing debugging skills. This may be attributable to instructional methods that discourage reflection on one's reasoning errors. Logo instruction may encourage such reflection. Two studies examined Logo's effect on confirmation bias--the tendency to select confirming over disconfirming information to prove an hypothesis. One study viewed elementary students while the second investigated college students. A third study investigated confirmation bias developmentally in grades 4 through 12. While Logo programming did not significantly effect deductive reasoning, elementary students exhibited an unusually high tendency to be disconfirmers while college students were confirmers. A significant difference was found in that twelfth graders more frequently selected confirming information than did fourth graders. This suggests that elementary students may be less resistant to learning self-reflective debugging skills than older students. Also, programming instructors may need to generate specific strategies to address confirmation bias in older students at the secondary school and university levels. (Author)