Deductive Reasoning, Logo and the Schools.
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED325101 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED325101 AccessLevel: 3 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Deductive Reasoning, Logo and the Schools. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brownell%2C+Gregg%22">Brownell, Gregg</searchLink><br /><searchLink fieldCode="AR" term="%22Zirkler%2C+Dieter%22">Zirkler, Dieter</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 4 – Name: DatePubCY Label: Publication Date Group: Date Data: 1990 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Deduction%22">Deduction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Programing+Languages%22">Programing Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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) – Name: DateEntry Label: Entry Date Group: Date Data: 1991 – Name: AN Label: Accession Number Group: ID Data: ED325101 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED325101 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 4 Subjects: – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Critical Thinking Type: general – SubjectFull: Deduction Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Error Correction Type: general – SubjectFull: Postsecondary Education Type: general – SubjectFull: Programing Type: general – SubjectFull: Programing Languages Type: general – SubjectFull: Thinking Skills Type: general Titles: – TitleFull: Deductive Reasoning, Logo and the Schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brownell, Gregg – PersonEntity: Name: NameFull: Zirkler, Dieter IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1990 |
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