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

The primary role of NTC (Nikola Tesla Center) is to use new discoveries in the field of neurology in classrooms and in everyday life. This learning program consists of various activities and games for children. This experimental research... more

The primary role of NTC (Nikola Tesla Center) is to use new discoveries in the field of neurology in classrooms and in everyday life. This learning program consists of various activities and games for children. This experimental research was carried out in one government primary school in Canakkale, Turkey. 27 students from the third grade (17 males and 10 females) were included, and in the pre and post-testing, they responded to 16 questions related to the knowledge they gained during the implementation of the experimental factor, as a part of the NTC learning system, related with knowledge of flags from 20 countries. The results showed that many of the students did not have enough knowledge about flags, capital cities and landmarks from other countries in the pre-testing. After the application of eight activities on the topic of flags created from the NTS program, we noticed more success in the responses of students in the post-test. Prior to the realization of the experiment, one basic and two auxiliary hypotheses were put forward. After the implementation of the research, it was concluded that the activities based on the NTS system of learning have an impact on the students' success.
Keywords: NTS system of learning, success testing, effective learning, logical thinking

This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science... more

This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students’ understanding of acids and bases were also investigated. Analysis of the results showed that establishing an analogical thinking during the instruction via conceptual change text caused better acquisition of scientific conceptions and elimination of misconceptions. In-depth interviews after the post-tests showed that students' lack of knowledge and misinterpretation of solutions and bonds concepts result in serious misconceptions in acids and bases concept. Especially, students have problems when they relate the concentration and strength with acidity, basicity and pH. Results also showed that science process skills of the students could be a strong predictor of their achievements in acids and bases whereas there was no s...

The problem of how to distribute available resources among members of a group is a central aspect of social life. Adults react negatively to inequitable distributions and several studies have reported negative reactions to inequity also... more

The problem of how to distribute available resources among members of a group is a central aspect of social life. Adults react negatively to inequitable distributions and several studies have reported negative reactions to inequity also in non-human primates and dogs. We report ...

Öz: Doğru düşünme kural ve formlarının bilgisi ya da düşünme yasalarının bilimi olarak tanımlanan mantık, öğrencilere doğru düşünmenin öğretilmesi konusunda başvurulması gereken alanlardan birisi olarak karşımıza çıkmaktadır. Mantıksal... more

Öz: Doğru düşünme kural ve formlarının bilgisi ya da düşünme yasalarının bilimi olarak tanımlanan mantık, öğrencilere doğru düşünmenin öğretilmesi konusunda başvurulması gereken alanlardan birisi olarak karşımıza çıkmaktadır. Mantıksal düşünme becerisinin gelişimi ve desteklenmesi için mantık biliminin uygulamalarını içeren akıl ilkelerinin ve akıl yürütme yöntemlerinin bir araç olarak kullanılması oldukça önemlidir. Bu araştırmada, ilkokul ve ortaokul öğrencilerinin mantıksal düşünme becerilerinin yaş ve sınıf düzeyi değişkenlerine göre nasıl değiştiğinin incelenmesi amaçlanmıştır. Bu çerçevede ilgili alan yazın taraması sonrası öğrencilerin mantıksal düşünme becerilerini ölçmeye yönelik bir test geliştirilmiş ve pilot uygulama sonrasında geçerlik ve güvenirlik çalışmaları tamamlanmıştır. Analizler sonucunda 18 madde ve 4 boyuttan oluşan bir yapı elde edilmiş ve ortaya çıkan yapının geçerli bir uyum iyiliğine sahip olduğu görülmüştür. Araştırma sonucunda, öğrencilerin mantıksal düşünme becerilerinin mantık testinde yer alan alt boyutlara göre farklılaştığı tespit edilmiştir. Ayrıca öğrencilerin yaşları ve sınıf düzeyleri arttıkça mantıksal düşünme becerilerini yansıtan performansları da artmıştır. Öğrencilerin erken yaşlardan itibaren sistematik düşünme, akıl yürütme, çıkarımda bulunma gibi becerilerini desteklemek amacıyla mantık eğitiminin belli bir ders kapsamında ve formel mantık bilgisini içerecek şekilde verilmesi önerilmektedir.

Tentative de comprendre, avec l'approche croisée des oeuvres de Max Weber et D. H. Lawrence, comment l'homme s'est désensibilisé, de son entourage sensoriel et sémantique, de soi-même et de ses proches (les autres hommes), à travers non... more

Tentative de comprendre, avec l'approche croisée des oeuvres de Max Weber et D. H. Lawrence, comment l'homme s'est désensibilisé, de son entourage sensoriel et sémantique, de soi-même et de ses proches (les autres hommes), à travers non pas un temps linéaires, mais plusieurs strates de désensibilisation: la pensée logique advenue avec Socrate (raisonnements en escalier: raisonnements par "donc"), la religion du judaïsme prophétique, celle du puritanisme faisant advenir le capitalisme moderne au sens wébérien de ce terme (celui de l'auto-exploitation), mais aussi celle du christianisme dans le versant apocalyptique de celle-ci. Tout cela aboutissant à l'âge actuel, l'âge du capitalisme, où tout devient quantifiable et où toute culture devient information, cessant d'être au coeur d'un culte, d'un ressenti, d'un rapport vivant.

The NTC (Nikola Tesla Center) system of learning is an activity program designed to promote the development of motor skills and cognitive abilities in preschool and school-age children. This research aims to investigate the activity-based... more

The NTC (Nikola Tesla Center) system of learning is an activity program designed to promote the development of motor skills and cognitive abilities in preschool and school-age children. This research aims to investigate the activity-based learning process prepared by NTC system of learning approach. In this qualitative research, case study design was used. The research group consisted of 34 fourth-grade students and four female teachers from a public primary school in the 2018-2019 academic year. Data were collected by using semi-structured interview and observation techniques. The research data was collected after 12 lessons on eight Flags. In the social studies course, themed activities based on the NTC system of learning approach were prepared by the researchers. Descriptive analysis method was used to analyse semi-structured interviews with teachers, and the content analysis method to analyse semi-structured interviews with students. According to research results, students described the flag-country matching, classifying flags according to their characteristics, learning colours, shapes, and emblems on the flag, and learning the capitals and national anthems of the countries as activities they liked. Research suggestions include implementing them at different levels of education and structuring them mainly for musical and motor skills development.
Keywords: NTS System of Learning, Activity-Based Learning, Learning Approach, Logical Thinking, Case Study

Your honor, it’s true that I killed my parents. I fully admit that I murdered them in cold blood. But I should get a light sentence. After all, I am an orphan. (Appeal to Pity: Because the arguer attempts to support a conclusion by merely... more

Your honor, it’s true that I killed my parents. I fully admit that I murdered them in cold blood. But I should get a light sentence. After all, I am an orphan.
(Appeal to Pity: Because the arguer attempts to support a conclusion by merely evoking pity from the reader or listener. This pity may be directed toward the arguer or toward some third party.)

What is critical thinking and what critical thinking is not? Critical Thinking means the way how someone thinks rationally and critically analyze a problem before deciding something. To accept an information without analyzing and... more

What is critical thinking and what critical thinking is not?
Critical Thinking means the way how someone thinks rationally and critically analyze a problem before deciding something.
To accept an information without analyzing and rationally filtering it is not a Critical Thinking.

"ABSTRACT: This study assumes the subject's pursuit of meaning is generally incapacitating and should be suspended. It aims to demonstrate how such a suspension is theoretically accomplished by utilizing Lacan's formulae of... more

"ABSTRACT:
This study assumes the subject's pursuit of meaning is generally incapacitating and should be suspended. It aims to demonstrate how such a suspension is theoretically accomplished by utilizing Lacan's formulae of sexuation integrated with his work in discourse theory and topology.
Part I places this study into context by examining scholarship from the established fields of hermeneutics, phenomenology, (post)structuralism, aesthetic theory and psychoanalysis in order to extract out their respective theory of meaning. These theories reveal that an historical struggle with meaning has been underway since the Reformation and reaches near crisis proportions in the 20th century. On the one hand this crisis is mollified by the rise of Heideggerian-Gadamerian hermeneutical phenomenology which questions traditional epistemological approaches to the text using a new ontological conceptualization of meaning and a conscious rejection of methodology. On the other hand this crisis is exacerbated when the ubiquitous nature of meaning is itself challenged by (post)structuralism's discovery of the signifier which inscribes a limit to meaning, and by the domains of sense and nonsense newly opened up by aesthetic theory. These historical developments culminate in the field of psychoanalysis which most consequentially delimits a cause of meaning said to be closely linked to the core of subjectivity.
Part II extends these findings by rigorously constructing out of the Lacanian sexuated formulae a decidedly non-hermeneutical phenomenological approach useful in demonstrating the sexual nature of meaning. Explicated in their static state by way of an account of their original derivation from the Aristotelian logical square, it is argued that these four formulae are relevant to basic concerns of textual theory inclusive of the hermeneutical circle of meaning. These formulae are then set into motion by integrating them with Lacan's four discourses to demonstrate the breakdown of meaning. Finally, the cuts and sutures of two-dimensional space that is topology as set down in L'étourdit are performed to confirm how the very field of meaning is ultimately suspended from a nonsensical singular point known in Lacanian psychoanalysis as objet a. The contention is that by occupying this point the subject frees himself from the debilitating grip of meaning."

Based on a synthesis of the literature in inductive reasoning, a framework for prescribing and assessing mathematics inductive reasoning of primary school students was formulated and validated. The major constructs incorporated in this... more

Based on a synthesis of the literature in inductive reasoning, a framework for prescribing and assessing mathematics inductive reasoning of primary school students was formulated and validated. The major constructs incorporated in this framework were students' cognitive ...

It has been reported that the ability to solve syllogisms is highly g-loaded. In the present study, using a self-administered shortened version of a syllogism-solving test, the BAROCO Short, we examined whether robust findings generated... more

It has been reported that the ability to solve syllogisms is highly g-loaded. In the present study, using a self-administered shortened version of a syllogism-solving test, the BAROCO Short, we examined whether robust findings generated by previous research regarding IQ scores were also applicable to BAROCO Short scores. Five syllogism-solving problems were included in a questionnaire as part of a postal survey conducted by the Keio Twin Research Center. Data were collected from 487 pairs of twins (1021 individuals) who were Japanese junior high or high school students (ages 13–18) and from 536 mothers and 431 fathers. Four findings related to IQ were replicated: 1) The mean level increased gradually during adolescence, stayed unchanged from the 30s to the early 50s, and subsequently declined after the late 50s. 2) The scores for both children and parents were predicted by the socioeconomic status of the family. 3) The genetic effect increased, although the shared environmental effect decreased during progression from adolescence to adulthood. 4) Children's scores were genetically correlated with school achievement. These findings further substantiate the close association between syllogistic reasoning ability and g.► Performance on five syllogism-solving problems included in a simple self-administered questionnaire using postal survey replicates typical characteristics for g. ► The mean level and genetic and environmental structures for syllogism solving change systematically according to age. ► Scores for syllogism solving are predicted by SES of the family. ► Scores for syllogism solving are genetically correlated with school achievements.

This talk was given at the Toronto Psychoanalytic Society on July 13, 2014.

Different approaches and methods are used in the architecture design process that logical and intuitional methods are the most common ones. The role of knowledge in each method is different. Investigating aspects of knowledge demonstrated... more

Different approaches and methods are used in the architecture design process that logical and intuitional methods are the most common ones. The role of knowledge in each method is different. Investigating aspects of knowledge demonstrated the hierarchy from data to wisdom and the interaction of explicit and tacit types, subjective and objective sources, and analytical and exploratory ways of processing knowledge. Logical methods rely more on explicit and objective knowledge with analysis, while intuitive methods rely more on tacit and subjective knowledge that processed by exploratory ways. To investigate the difference between the two methods, we conducted a survey that involved architecture students in two groups of logical and intuitive methods. Results demonstrated that they have different opinions about the role of each type of knowledge, the importance of knowledge in each step of the design process, and the role of sources of information in their design process. We concluded that an integrative method that considers different aspects and integrated interactions of all aspects of knowledge is needed..

This paper shows why the non-trivial zeros of the Riemann zeta function ζ will always be on the critical line Re(s) = 1/2 and not anywhere else on the critical strip bounded by Re(s) = 0 and Re(s) = 1, thus affirming the validity of the... more

This paper shows why the non-trivial zeros of the Riemann zeta function ζ will always be on the critical line Re(s) = 1/2 and not anywhere else on the critical strip bounded by Re(s) = 0 and Re(s) = 1, thus affirming the validity of the Riemann hypothesis. [The paper is published in a journal of number theory.]