Logical Thinking Research Papers - Academia.edu (original) (raw)

2025, The Psychological Record

2025, Citeseer

AIED 2009: 14 th International Conference on Artificial Intelligence in Education Workshops Proceedings Editors and Co-Chairs: Scotty D. Craig University of Memphis, USA Darina Dicheva Winston-Salem State University, USA July 6-7th, 2009 Brighton, UK Page 2. ii Preface The supplementary proceedings of the workshops held in conjunction with AIED 2009, the fourteen International Conference on Artificial Intelligence in Education, July 6-7, 2009, Brighton, UK, are organized as a set of volumes-a separate one for each workshop. ...

2025, Teaching Theology & Religion

Teaching students to doubt, that is, to "test," theological arguments as one might test any other kind of knowledge is challenging in that the warrant for such testing is not immediately clear. Stephen Toulmin, Richard Rieke, and Allan Janik's model of reasoning provides a conceptual framework that demonstrates the logical relationships between a claim, its grounds, warrants, and backing for warrants. Against such a model, the instructor and students may study religious claims, both biblical and theological, with the aim of analyzing the ways such claims find support or a lack of support depending upon the particular ways that claims and evidence have competing warrants. Several pedagogical benefits ensue. First, students see that the validity for theological claims rests as much upon warrants as it does upon grounding. Second, searching for ancient warrants privileges historicalcritical investigation. Third, competing warrants for contradictory theological claims summon pedagogical metaphors of process and development.

2025, Journal of Educational Change

The purpose of this analysis is to reconsider organizational replication as a strategy for large-scale school improvement: a strategy that features a ''hub'' organization collaborating with ''outlet'' schools to enact school-wide designs for improvement. To do so, we synthesize a leading line of research on commercial replication to construct a ''knowledge-based logic'' focused on the production, use, improvement, and retention of effective practices in large numbers of schools. Drawing on findings from a longitudinal case study, we then use the knowledge-based logic to structure an interpretation of Success for All, a leading comprehensive school reform program. In contrast to common assumptions of organizational replication as a strategy that yields rapid results at the expense of local and professional control, we argue that organizational replication can be understood as a long-term enterprise in which program providers and schools collaborate to produce, use, improve, and retain practical knowledge. Capitalizing on this potential, however, is contingent on both proponents and critics re-examining common assumptions about organizational replication and recognizing value in replication enterprises that they would otherwise miss.

2025

The purpose of this analysis is to improve understanding of executive leadership in school improvement networks such as those supported by comprehensive school reform providers, charter management organizations, and education management organizations. While they have potential to improve educational opportunities and outcomes for large numbers of students, researchers have yet to explore systematically the work of executives in establishing, managing, and sustaining school improvement networks. In this analysis, we review the literature on school improvement networks and executive leadership. Further, we draw on research in organization and management to develop a conceptual framework to structure initial, exploratory research. Finally, we propose a research agenda aimed at comparing executive practice, knowledge, and learning (a) within different types of school improvement networks (e.g., CSRs, CMOs, and EMOs) and (b) between networks and institutionalized education agencies (state, regional, and local).

2025

This publication is provided free of cost to NEPC's readers, who may make non-commercial use of it as long as NEPC and its author(s) are credited as the source.

2025

TikTok, as a social media platform, has developed rapidly, becoming a medium for information exchange through various forms of content. One noteworthy trend is the "Mas-Mas Jawa Supremacy," which glorifies Javanese men for their perceived patience and gentleness, that are often considered ideal for a romantic partner. This study aims to analyze the phenomenon of this trend through the lens of logical fallacies. The analysis is carried out by identifying findings within the case based on reasoning principles, including the principles of identity, non-contradiction, exclusi tertii, and sufficient reason; the types of logical fallacies; and appropriate analytical techniques. The research adopts a qualitative method using a critical discourse analysis approach combined with netnography. The primary data source is a scientific article by Rahayu (2024), obtained through a document study technique. The collected data is analyzed using content analysis methods. The study concludes that the stereotype of idealized Javanese men fails to meet the four principles of logical reasoning, thereby falling into the categories of hasty generalization and fallacy of composition. The widespread acceptance of this belief is also influenced by social identity theory. To avoid similar patterns of this kind of logical fallacies, the study suggests employing accidental analysis techniques for the evaluation.

2025, Online Submission

the NCCC. It is guided by previous work in best practices in capacity building evaluation, such as and . The logic model delineates how the technical assistance efforts of NCCC staff can impact capacity in terms of both the immediate outputs, as well as the short, intermediate, and long term impacts. The overarching concept of the capacity building logic model is that capacity is built in steps: first the attendees participate in activities that they find useful, relevant, and of high quality; then they build new knowledge and gain self-efficacy (perceived confidence) that they can improve services to districts and schools; and finally they apply their knowledge to deliver improved services.

2025, Child Psychiatry & Human Development

A previous study by Muris, Merckelbach, and Van Spauwen1 demonstrated that children display emotional reasoning irrespective of their anxiety levels. That is, when estimating whether a situation is dangerous, children not only rely on objective danger information but also on their own anxiety-response. The present study further examined emotional reasoning in children aged 7-13 years (N =508). In addition, it was investigated whether children also show parent-based reasoning, which can be defined as the tendency to rely on anxiety-responses that can be observed in parents. Children completed self-report questionnaires of anxiety, depression, and emotional and parent-based reasoning. Evidence was found for both emotional and parent-based reasoning effects. More specifically, children's danger ratings were not only affected by objective danger information, but also by anxiety-response information in both objective danger and safety stories. High levels of anxiety and depression were significantly associated with the tendency to rely on anxiety-response information, but only in the case of safety scripts. Childhood fears are considered as an integral and adaptive part of normal development in reaction to real or imagined threat. 2 These fears wax and wane as children become older, and although they usually disappear in due course, in some children they persist and come to interfere with daily functioning. Epidemiological studies found that the prevalence of anxiety disorders in children and adolescents varies between 5.7 and 17.7% in community samples. Researchers and clinicians in the field of child and adolescent psychopathology have recently reached consensus on the anxiety disorders that may occur in children and adolescents. The most common childhood anxiety disorders are social anxiety, separation anxiety disorder, and generalized anxiety disorder. According to Kendall's 6 theory of childhood fear and anxiety, anxiety disorders result from overactive danger schemas. These overactive schemas are presumed to chronically focus processing resources on threatrelevant information. This gives rise to erroneous cognitive processing -i.e., cognitive distortions-that produce maladaptive or dysfunctional thoughts and behaviors. Crick and Dodge's 7 information-processing model allows that distinctive cognitive distortions emerge during different stages of information processing. One example of a cognitive distortion is interpretation bias, which reflects children's tendency to attribute threatening meaning, intent, or outcome expectations to ambiguous situations.

2025

This microgenetic study investigates the process by which children's relational thinking develops through interaction with peers and teachers during small-group discussions, and whether peer relationships mediate or moderate the instantaneous social and cognitive events of discussions. The social influences were investigated in a peer-led small-group discussion forum called Collaborative Reasoning (CR). A total of 176 CR discussions from 18 discussion groups in 6 fourth-grade classrooms were coded for rhetorical moves serving social and relational thinking functions. Qualitative and quantitative analyses implemented in this study showed that the dynamic social network overlaid systems of thinking. Relational thinking developed within (micro-level) and across (macro-level) CR discussions over a five-week CR intervention, and was stimulated by social support and cognitive conflict. Social support was mediated by friendship and social status, while cognitive conflict was mainly mediated by social status. Receiving support from friends further facilitated students to think more relationally. Teachers' scaffolding contributed to the growth of relational thinking, but was more effective when it was in the form of a probe or praise than when the teacher modeled relational thinking. The dissertation study documents the proximal effects of friendship and social status on the social and cognitive dynamics of collaborative discussions.

2025

Constructing conjectures is a major challenge in learning geometry. However, there are still gaps in our understanding of the knowledge about geometric figures that students use when they construct a conjecture. This article explores the understanding of ninth-grade students, aged 14 to 15, about geometric figures during the process of constructing conjectures. The study's data consists of the students' responses to two geometry tasks in a questionnaire. The first task does not include an associated drawing, while the second task contains an incomplete drawing. Both tasks aim at the construction of conjectures. The research results highlight the influence of students' knowledge of geometric figures on the stages of constructing conjectures in geometry. The findings indicate that students' difficulties arise from inconsistencies in their cognitive structures regarding the figures used in conjecture construction. Students often rely on inappropriate prototypical figures when the task is not accompanied by an associated drawing. Additional findings reveal that informal arguments emerge when drawings are used to support these arguments, which are subsequently validated through experimental verification.

2025, Bəstəkar Ramiz Mirisli

ANNOTASİYA
Kitab görkəmli bəstəkarımız, Azərbaycan Respublikasının Xalq artisti, professor Ramiz Mirişlinin həyat və yaradıcılıq yoluna, pedaqoji və ictimai fəaliyyətinə həsr olunmuşdur.
Monoqrafiyada bəstəkarın müxtəlif məzmunlu mahnıları, simfonik əsərləri, xalq çalğı alətləri orkestri üçün “Konsert”i, tar ilə simfonik orkestr üçün “Konsert”i və musiqili səhnə əsərləri araşdırılır.

2025, Cognition

Young children's naı ¨ve beliefs about physics are commonly studied as isolated pieces of knowledge. The current paper takes a different approach. It asks whether preschoolers interlink individual beliefs into larger configurations or Gestalts. Such Gestalts bring together knowledge such as how an object's mass relates to its sinking speed, how an object's volume relates to its sinking speed, and how mass and volume are correlated. The particular form of organization explored here is referred to as logical congruence, the logical correspondence in directions among three physical relations. Are children's guesses about one physical relation congruent with their beliefs about the other two relations? And can they learn a congruent set of relations more readily than an incongruent set? Two different physical domains were explored, one in which children commonly hold pre-existing beliefs, and one in which they are likely to lack such beliefs. The results in both domains show a strong bias towards congruent knowledge configurations in young children. These findings may explain children's difficulties learning inherently incongruous concepts such as density.

2025, The Egyptian Journal of Psychological Studies

This study aims at verfying visual-Motor integration and memory span with ADHD and normal children. The main sample of the study was delimited to (125) subjects from the preparatory school in the academic year 2003/2004, (20) with ADHD and (22) without. The researchers used a subtests measuring memory span factor, arabized and standardized a test measuring visual motor integration, and developed and validated a self-report Inventory measuring ADHD. The results of the study showed significances between children with ADHD and normal children on the test of measuring visualmotor integration, No Signeficances between children with ADHD and normal children on the subtest measuring memory span, No igneficances between boys and girls with ADHD on the subtests measuring memory span .

2025, Educational assessment, evaluation and accountability

In the Swedish educational system, teachers have the dual responsibility of assigning final grades and marking their own students' national tests. The Government has mandated the Swedish Schools Inspectorate to remark samples of the national tests to see if teacher marking can be trusted. Reports from this project have concluded that intermarker consistency is low and that teachers' markings are generous as compared to those of the external markers. These findings have been heavily publicized, leading to distrust in teachers' assessments. In the article, we analyze and discuss the remarking studies from methodological as well as substantive angles. We conclude that the design applied in the reanalysis does not allow inferences about bias in marking across schools or teachers. We also conclude that there are several alternative explanations for the observation that teacher marks are higher than the external marks: The external markers did not form a representative sample, they read copies with sometimes marginal legibility, and they used a different scale for marking than the teachers had used. The results are thus not as clearcut as suggested by the reports and media releases, which is because a school inspections logic rather than a research logic was applied in designing, conducting, and reporting the studies.

2025

This paper investigates the trajectory of a projectile launched from a point on a ramp inclined at an arbitrary angle to the horizontal, subject only to the force of gravity and ideal elastic collisions with the ramp. We demonstrate that under these conditions, it is impossible for the projectile to spontaneously (without the aid of an external agency) retrace its path. We substantiate this result by showing that the result of more than one angle of reflection that reflects the projectile to its source leads to breaking symmetry and is therefore untenable.

2025, Focus on Exceptional Children

I. Students should be active collaborators in the learning process. 2. Instruction designed to alter a student's cognitions, as well as behaviors, is an effective approach, because cognitive activity mediates behavior. Similarly, writing... more

2025, Theory Into Practice

2025, Remedial and Special Education

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model used to teach a variety of writing strategies to elementary, middle, and high school aged students. In this article, an overview of SRSD is presented. Specifically, this includes a discussion about why students struggle with various aspects of the writing process and an explanation of how strategy instruction is uniquely well suited for writing instruction. Next, the SRSD stages are described and an example of how SRSD was used to teach a story grammar strategy to fifth-grade students is offered. Finally, the principles for evaluation and characteristics of effective instruction are discussed and additional resources are listed.

2025, Proceedings of the 5th conference on Information technology education

TRIZ is a structured approach stimulating creative thinking and innovative problem solving. Corporations use TRIZ seminars and workshops to strengthen employees' critical thinking skills. This paper describes an ongoing effort at the University of South Carolina Spartanburg to use an extension of TRIZ, called PINE-TRIZ to develop conceptual, alternative, and analytical thinking skills in non-traditional information technology students. TRIZ expounds principles better suited for physical, chemical, and mechanical system. PINE-TRIZ builds on TRIZ by adding innovation principles applicable to information systems and information technology. If successful, we will have developed a way to teach critical skills to students who have historically found it difficult to perform in mathematics and science courses, where these skills have traditionally been honed, and will open information technology programs up to a much wider student base.

2025

The hypothesis for this study assumed that subjects who received a diagram representing the structural relationships of a story would be more likely to solve a new and analogous problem than subjects who received two analogs without a diagram. The 151 graduate students who acted as subjects were randomly assigned to one of four treatments: oae or two analogs, with or without a diagram. Learners receiving the diagram were asked to copy it, to think about it while reading the story, and to rate its usefulness. The learners' solutions to a new analogous problem were then judged as correct or incorrect. No significant differences were found between groups receiving one or two story analogs, although a significantly higher percentage of subjects receiving the diagram were able to solve the problem. It was concluded that interaction with a diagrammatic representation greatly facilitated the transfer of solutions to an analogous problem and that, although multiple similar problem-solving experiences may help learners solve new problems analogically, the key variable is not the number of experiences, but the manner in which they are presented and processed. A list of 26 references is provided. (MES)

2025, Science education international

In this study, structural equation modeling (SEM) is applied to an instrument assessing students' understanding of chemical change. The instrument comprised items on understanding the structure of substances, chemical changes and their interpretation. The structural relationships among particular groups of items are investigated and analyzed using confirmatory procedures. In addition, three psychometric cognitive variables, namely logical, convergent and divergent thinking are involved in the SEM analysis and their effects on students' performance estimated. Specifically, three models are tested: a confirmatory factor model, a multiple-indicator multiple-cause (MIMIC) model and path analysis. The SEM analysis showed that the cognitive variables, along with students' achievements in understanding the structure of substances and their changes, sufficiently explained students' ability to interpret chemical phenomena, providing additionally their direct and indirect effe...

2025, International Journal of Environmental and Science Education

In this study, students' understanding of chemical changes was investigated in relation to four individual differences, related to logical thinking, field dependence/independence, convergence and divergence thinking. The study took place in Greece with the participation of students (n=374) from three grades (8 th , 10 th and 12 th grades) of secondary education. A stepwise multiple regression analysis revealed that the above cognitive variables were statistically significant predictors of the students' achievement, with logical thinking to be the most dominant. Unexpectedly, no statistically important effect was found across ages. Moreover, students' partial achievement scores on understanding the structure of substances and their changes, along with the cognitive variables, appeared to have an effect on their competence in interpretation of chemical changes. Path analyses were implemented to depict these effects. A theoretical analysis that associates the role of cognitive variables with the nature of mental tasks involved when learning chemistry is also presented. Implications for science education are discussed.

2025, International Journal of Science Education

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

2025, Intelligence

This study analyzes the interplay of four cognitive abilitiesreasoning, divergent thinking, mental speed, and short-term memoryand their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: β = .22 and .24, respectively). Short-term memory also directly affects achievement (β = .22).

2025

El presente proyecto investiga el lugar y el aporte de la argumentación en las situaciones de validación de procesos matemáticos en el aula. Para ello, se trabajo con un grupo de 18 estudiantes de primer semestre de Licenciatura en Matemáticas. En primera instancia, durante un semestre, se observó una clase de matemática básica, cuya metodología se considero «argumentativa». En segunda instancia, durante un semestre, con esta misma población, se implemento la practica de la argumentación en los procesos de validación de conocimientos en el campo geométrico.

2025, Recreational mathematics

• Krypto (game) • Bourke, Paul. Four Fours Problem. [1] • Carver, Ruth. Four Fours Puzzle at MathForum.org [2] • 4444 (Four Fours) Eyegate Gallery [3] Verbal arithmetic Verbal arithmetic, also known as alphametics, cryptarithmetic, crypt-arithmetic, cryptarithm or word addition, is a type of mathematical game consisting of a mathematical equation among unknown numbers, whose digits are represented by letters. The goal is to identify the value of each letter. The name can be extended to puzzles that use non-alphabetic symbols instead of letters.

2025

Initial Evidence of the Effects of Linguistic Framing on Transfer Randi A. Engle (RAEngle@Berkeley.Edu) Adam Mendelson (AMendelson@Berkeley.Edu) Phi D. Nguyen (PDNguyen@Berkeley.Edu) Graduate School of Education, University of California, Berkeley 4646 Tolman Hall, Berkeley, CA 94720 USA Abstract social realities (e.g, Duranti & Goodwin, 1992; van Dijk, 2008) that may encourage or discourage transfer (Engle, 2006; Laboratory for Comparative Human Cognition [LCHC], 1983; Greeno, Smith & Moore, 1993; Hammer et al., 2005). As Pea (1987, p. 647) explained, “contexts [that matter for transfer] are not defined in terms of physical features of settings, but in terms of the meanings of these settings constructed by the people present.” We use the term framing to refer to the linguistic processes of establishing these social realities (e.g., Tannen 1993). For explaining transfer, the framing of boundaries of learning and transfer contexts is particularly important as it affects which context...

2025, Journal of Educational Psychology

2025, Journal of Education and Learning (edisi elektronik)/Journal of Education and Learning

This study seeks to analyse the incorporation of problem-based learning (PBL) in strengthening students' interpersonal communication skills, as well as the level of proficiency of students' interpersonal communication skills and the obstacles they face in acquiring them. This study was a crosssectional survey conducted in May 2023 with 315 college students enrolled in six English Study Programs at six universities in three Indonesian provinces. The questionnaires and interviews were used for recording data, which was then analysed using Jeffreys's amazing statistics program (JASP). Based on the data collected, it can be shown that the interpersonal communication profiles of 315 participants can be classified as falling within the medium category (average score=3.26). The primary challenge encountered by participants in developing their interpersonal communication skills is attributed to difficulties arising from the accent of their conversation partner, as indicated by a mean score of 4.6. The result mandates that educators provide an appropriate and effective learning method. PBL is an effective alternative as its principles, syntax, implementation stages, orientation, and benefits are capable of helping students overcome interpersonal communication challenges. PBL model is intended to provide students with the skills needed for problem-solving, increasing logical thinking, collaboration, and communication.

2025

This paper attempts to show that the significant difference between the enthymeme and the dialectic syllogism rests on the similarity of purpose of both dialectic and rhetoric, and on the differences in the respondents to which they address themselves. To support this thesis, the author reviews several contemporary approaches which have dealt with the enthymeme and develops an analysis of the essential requirements of dialectic and rhetoric which affect the characteristics f their respective syllogisms. The author predicts four essential characteristics of the enthymeme based on an assumption made by Aristotle that the rhetorical respondent, while untrained in the assessment of arguments, still has an innate understanding and preference for logical reasoning. The four characteristics area (1) it must be short, simple, and to the point; (2) to accomplish this, the rhetorician must make use of common knowledge and draw obvious conclusions; (3) since one is arguing from propositions with which the auditor is already familiar, the enthymeme may be stylistically modified; (4) this modified argument has greater persuasive impact than the arguments developed by the educated man. (TS) p orm

2025

This paper deals with two types of logical problems-recognition problems and reverse engineering problems, and with the interrelations between these types of problems. The recognition problems are modeled in the form of a visual representation of various objects in a common pattern, with a composition of represented objects in the pattern. Solving the recognition problem may therefore be understood as recognizing a visually-represented Boolean concept, with further formulation of the concept. The recognition ...

2025

Problem solving and justification of a diversified group of two-year college students was compared with approaches of younger pre-college students working on the same task. The students in this study were engaged in thoughtful mathematics. Both groups found patterns, justified that their patterns were reasonable and, utilized similar strategies for their solution and methods of justification. The findings support the importance of introducing rich problems to pre-college and college students, under particular conditions. (Author)

2025

The purpose of this research is to show that the logical formula for equivalence, (A=A; but is not Al), originates in the early manual actions of the young child. Having two hands that are bilaterally opposed and initially function in bilaterally symmetrical action might serve to structure the form of early sensori-motor experiences and this structured experience serves as the base of the logical operation of equivalence. Subjects were 66 children ranging in age from 7 to 32 months. Each chila Has presented six different clusters .of five blocks each. dhildren were filmed at block Methodology and data obtained are discussed at length. In general the films revealed the gradual atemporalization of successive states and the dissociation of the logical from the contingent. The films also suggest that the physical constraints of material determine the early block structures, but block structures gradually are constrained more by rules of order than by rules of physical fit or physical balance. Appendices include the notation system used for rating the films, tables of frequency of unique action units and a frequency count of productions of the children. (MS)

2025

This paper presents two original conjectures aimed at proving the non-existence of odd perfect numbers. The first conjecture postulates that a perfect number must have exactly one odd divisor (excluding 1 and the number itself) and an odd number of even divisors. The second conjecture, the "Half-Divisor Conjecture," asserts that for any perfect number, n/2 must be a significant contributor to the sum of divisors, a property which odd numbers cannot satisfy. These conjectures, built on number-theoretic principles, challenge the possibility of odd perfect numbers by demonstrating structural contradictions in the conditions that must hold for a number to be perfect.

2025, The Qualitative Report

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students’ experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students’ learning experiences—affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students’ learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates exp...

2025, Edições UFC

DRA ANA MARIA IÓRIO DIAS (UFC) DRA ÂNGELA ARRUDA (UFRJ) DRA ÂNGELA T. SOUSA (UFC) DR. ANTONIO GERMANO M. JÚNIOR (UBCE) DRA ANTÔNIA DILAMAR ARAÚJO (UECE) DR. ANTONIO PAULINO DE SOUSA (UFMA) DRA CARLA VIANA COSCARELU (UFMG) DRA CELJJNA RODRIGUES MUNIZ (UFRN) DRA DORA LEAL ROSA (UFBA) DRAEUANE DOS S. CAVALLEIRO (UNB) DR. ELIZEU CLEMENTINO DE SOUZA (UNEB) DR. EMANUEL LUÍS ROQUE SOARES (UFRB) DR. ENÉAS ARRAIS NETO (UFC) DRA FRANCIMAR DUARTE ARRUDA (UFF) DR. HERMÍNIO BORGES NETO (UFC) DRA ILMA VIEIRA DO NASCIMENTO (UFMA) DRA JAILEILA MENEZES (UFPE) DR. JORGE CARVALHO (UFS) DR. JOSÉ AIRES DE CASTRO FILHO (UFC) DR. JOSÉ GERARDO VASCONCELOS (UFC) DR. JOSÉ LEVI FURTADO SAMPAIO (UFC) DR. JUAREZ DAYRELL (UFMG) DR. JÚLIO CÉSAR R. DE ARAÚJO (UFC) DR. JUSTINO DE SOUSA JÚNIOR (UFC) DRA KELMA SOCORRO ALVES LOPES DE MATOS (UFC) DRA LUCIANA LOBO (UFC) DRA MARIA DE FÁTIMA V. DA COSTA (UFC) DRA MARIA DO CARMO ALVES DO BOMFIM (UFPI) DRA MARIA IZABEL PEDROSA (UFPE) DRA MARIA JURACI MAIA CAVALCANTE (UFC) DRA MARIA NOBRE DAMASCENO (UFC) DRA MARLY AMARI LHA (UFRN) DRA MARTA ARAÚJO (UFRN) DR. MESSIAS HOLANDA DEEB (UERN) DR. NELSON BARROS DA COSTA (UFC) DR. OZIR TESSER (UFC) DR. PAULO SÉRGIO TUMOLO (UFSC) DRA RAQUEL S. GONÇALVES (UFMT) DR. RAIMUNDO ELMODE PAULA V. JÚNIOR (UECE) DRA SANDRA H. PETIT (UFC) Sequência Fedathi: uma proposta pedagógica para o ensino de matemática e ciências

2025, Not published yet

Purpose-The role of secular morality in education is essential for fostering compassionate, ethical, and socially responsible individuals. By emphasizing human virtues, ethical reasoning, and inclusivity, educational institutions can create a morally conscious and culturally diverse learning environment. This study explores the theoretical foundations, global educational models, and strategic approaches for effectively integrating secular morality into diverse educational contexts.

2025, Dilemas contemporáneos: Educación, Política y Valores

Ante el gran desafío de los deficientes niveles de literacidad y numeracidad en Chile, la Facultad de Educación de la Universidad Santo Tomás impulsó desde el año 2011 un modelo anidado o transversal de desarrollo de estas habilidades. El presente artículo detalla los resultados en torno al significado de esta estrategia para sus estudiantes y académicos, que se sustanciaron a través de grupos focales, analizados a través de categorización y triangulación. Los hallazgos sustentan la relevancia de estas habilidades en la profesión, su presencia en las actividades prácticas y su anidamiento en contextos concretos, lo que reduce la visibilidad de las actividades de apoyo. Futuras investigaciones debieran abordar el desarrollo de la numeracidad académica, y las literacidades profesionales.

2025, Journal of Vocational Education & Training

2025, Physical Review Special Topics - Physics Education Research

This paper describes a model of analogy, analogical scaffolding, which explains present and prior results of student learning with analogies. We build on prior models of representation, blending, and layering of ideas. Extending this model's explanatory power, we propose ways in which the model can be applied to design a curriculum directed at teaching abstract ideas in physics using multiple, layered analogies. We report on a recent empirical study that motivates this model. Students taught about electromagnetic waves in a curriculum that builds on the model of analogical scaffolding posted substantially greater gains pre-to postinstruction than students taught using a more traditional ͑non-analogy-based͒ tutorial ͑21% vs 7%͒.

2025, Educational Data Mining

In Cognitive Tutors, student skill is represented by estimates of student knowledge on various knowledge components. The estimate for each knowledge component is based on a four-parameter model developed by Corbett and Anderson [Nb]. In this paper, we investigate the nature of the parameter space defined by these four parameters by modeling data from over 8000 students in four Cognitive Tutor courses. We conclude that we can drastically reduce the parameter space used to model students without compromising the behavior of the system. Reduction of the parameter space provides great efficiency gains and also assists us in interpreting specific learning and performance parameters.

2025, Edições UFC

2025, Learning Disabilities Research & Practice

In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. Our final purpose was to describe the research we plan to do in the near future.

2025

Math fluency (MF) is the ability to quickly and accurately solve simple math exercises. Proficiency in MF is one of the buildings of arithmetic achievement during school. However, so far only paper and pencil tests have been used to assess MF. In the current study, we present the BGU-MF (Ben-Gurion University Math Fluency) test, a new computerized tool for MF. MF was assessed by accuracy rates, response times, and the number of performed exercises. In order to examine its reliability, participants performed the test twice. In order to examine its validity, participants performed manual format of MF from the Woodcock-Johnson battery. Results indicated high reliability and validity of the BGU-MF test. Performance in the BGU-MF also predicted abilities in the math matriculation exam and psychometric exam. The advantages of the BGU-MF computerized tool over the manual tool and further implications of the BGU-MF are discussed.