Knowledge in Engineering: A View from the Logical Reasoning

Serna, M Edgar; Serna, A Alexei

doi:10.7763/ijcte.2015.v7.980

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…Reeves & Clarke, 2003;Flach, 2007;E. Serna & A. Serna, 2015;Furbach et al, 2015;Nkambou et al, 2015).…”

Section: Logical Reasoningmentioning

confidence: 99%

How Do Higher-Education Students Use Their Initial Understanding to Deal with Contextual Logic-Based Problems in Discrete Mathematics?

Lubis¹,

Nasution²

2017

IES

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Mathematical reasoning in logical context has now received much attention in the mathematics curriculum documents of many countries, including Indonesia. In Indonesia, students start formally learning about logic when they pursue to senior-high school. Before, they previously have many experiences to deal with logic, but the earlier assignments do not label them as logic. Although the students have already experienced much about logic, it does not assure that they have a better understand about it even they purpose to university. Thus, this paper presents several findings of our small-scale study which was conducted to investigate the issues on how higher-education students overcome contextual logic-based problems. Data were collected through pretest, students' written work, video recording and interview. A fifteen-minute test which consisted of four questions was given to 53 student participants in the third semester who proposed mathematics discrete course. The information towards the main issues was required through the analysis of students' written work in the pretest and video recording during the students' interview. The findings indicate that the students' initial understanding, in general, do not help them much to solve logical problems based on context. In our findings, they apply several strategies, such as random proportions, word descriptions, permutation-combination calculations and deriving conclusion through logical premises.

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“…Reeves & Clarke, 2003;Flach, 2007;E. Serna & A. Serna, 2015;Furbach et al, 2015;Nkambou et al, 2015).…”

Section: Logical Reasoningmentioning

confidence: 99%

How Do Higher-Education Students Use Their Initial Understanding to Deal with Contextual Logic-Based Problems in Discrete Mathematics?

Lubis¹,

Nasution²

2017

IES

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“…Mathematics is a fundamental discipline that underlies many STEM areas (English, 2015; Gottfried et al, 2014). Specifically, Mathematics provides a framework for describing and analyzing complex phenomena (Jang, 2016), and the study of mathematical structures and properties can be applied to many areas of STEM such as computer science, physics, and engineering (Pleasants, 2020; Serna & Serna, 2015; Tang & Williams, 2019). Consequently, Jang (2016) pointed out that individuals with more Mathematics knowledge tended to have better STEM problem‐solving skills.…”

Section: Methodsmentioning

confidence: 99%

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Lee

Goh

2023

Asso for Info Science & Tech

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In social Q&A, user‐generated questions can be viewed as goal expressions shaping the responses. Several studies have identified askers' goals from questions. However, it remains unclear how questions set goals for responders. To fill this gap, this research applies goal‐framing theory. Goal‐frames influence responses by attracting responders' attention to different goals. Eight question cues are used to identify gain, hedonic and normative goal‐frames. A total of 14,599 posts are collected. To investigate the influence of goal‐frames, response networks are constructed. Results reveal that gain goal‐frames attract interactions with questions, while hedonic, and normative goal‐frames promote interactions among responses. Further, topic types influence the effects of goal‐frames. Gain goal‐frames increase interactions with questions in Science, Technology, Engineering, and Mathematics (STEM) topics while hedonic and normative goal‐frames attract interactions in non‐STEM topics. This research leverages responders' perspectives to explain responses to questions, which are influenced by the goals set up by question cues. Beyond that, our findings enrich the empirical knowledge of social Q&A topics, revealing that the influence of questions varies across STEM and non‐STEM topics because the question cues for specifying goals are different in the two topics. Our research opens new directions to investigate questions from responders' perspectives.

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“…Mivel a következtetéses logikai képesség meghatározó szerepet játszik a mérnökképzésben (Carroll, 1993;Carpenter és mtsai,1990), illetve kapcsolatban van az analitikus gondolkodással (Serna, 2015), ezért a Raven-teszt 12 itemes (APM-I.) változatát is alkalmaztuk a kutatás során.…”

Section: áBra a Hallgatók Szak Szerinti Megoszlásaunclassified

Műszaki egyetemisták analógiás gondolkodásának fejlettsége

Pogátsnik,

Tóth,

Horváth

2023

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A transzverzális kompetenciák fejlesztése kiemelt feladata kellene legyen a magyar műszaki felsőoktatásnak. Ahhoz, hogy ezt elvégezhesse, egyrészt szükséges annak megbízható mérése a tanulmányok megkezdésekor, illetve befejezésekor, másrészt pedig a tantárgyak feldolgozása során a módszertanok szerves részévé kellene válniuk a soft skillek fejlesztésének. Kutatásunkban az Óbudai Egyetem 241 elsőéves mérnökhallgatója vett részt, és célkitűzése volt, hogy a transzverzális kompetenciák egyikének, az analógiás gondolkodásnak a fejlettségét vizsgálata. A teszt eredményeként megállapítást nyert, hogy a hallgatók szak, matematikaérettségi- eredmény és eduktív képességek szerint szignifikánsan eltérő fejlettséget mutatnak. A gyengébb matematika érettségi és Raven-teszt-eredményekből gyengébben fejlett analógiás gondolkodásra következtethetünk.

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Knowledge in Engineering: A View from the Logical Reasoning

Cited by 8 publications

References 16 publications

How Do Higher-Education Students Use Their Initial Understanding to Deal with Contextual Logic-Based Problems in Discrete Mathematics?

How Do Higher-Education Students Use Their Initial Understanding to Deal with Contextual Logic-Based Problems in Discrete Mathematics?

Understanding user‐generated questions in social Q&A: A goal‐framing approach

Műszaki egyetemisták analógiás gondolkodásának fejlettsége

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