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Andras Veszelka - One of the best experts on this subject based on the ideXlab platform.
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the experimental investigation of the updated traditional interpretation of the Conditional Statement
ESSLLI Logic & Cognition Workshop, 2012Co-Authors: Andras VeszelkaAbstract:It is well known that the interpretation of the Conditional Statement in "everyday life" deviates from the official logical approach. It is conceivable, however, that the ancient logicians who first demonstrated the official approach erroneously characterised the "if P or R then Q" relationship in place of the "if P then Q" Statement. When fixing this error, it turns out that the equivalent interpretation of the Conditional Statement, which is traditionally seen as one of the most common everyday fallacies, is in fact exactly the correct interpretation. Since classical logic has not been built on mathematical grounds but rather on philosophical argumentations and insights, its findings can be tested with the tools of today's human sciences, among others, with empirical experiments. The main experimental tools support this updated logical approach, and show that everyday thinking can be made compatible with logic. These results are summarized in this study.
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ESSLLI Logic & Cognition Workshop - The experimental investigation of the updated traditional interpretation of the Conditional Statement.
2012Co-Authors: Andras VeszelkaAbstract:It is well known that the interpretation of the Conditional Statement in "everyday life" deviates from the official logical approach. It is conceivable, however, that the ancient logicians who first demonstrated the official approach erroneously characterised the "if P or R then Q" relationship in place of the "if P then Q" Statement. When fixing this error, it turns out that the equivalent interpretation of the Conditional Statement, which is traditionally seen as one of the most common everyday fallacies, is in fact exactly the correct interpretation. Since classical logic has not been built on mathematical grounds but rather on philosophical argumentations and insights, its findings can be tested with the tools of today's human sciences, among others, with empirical experiments. The main experimental tools support this updated logical approach, and show that everyday thinking can be made compatible with logic. These results are summarized in this study.
Eric Raufaste - One of the best experts on this subject based on the ideXlab platform.
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politeness and Conditional reasoning interpersonal cues to the indirect suppression of deductive inferences
Journal of Experimental Psychology: Learning Memory and Cognition, 2009Co-Authors: Virginie Demeure, Jeanfrancois Bonnefon, Eric RaufasteAbstract:: A successful theory of Conditional reasoning requires an account of how reasoners recognize the pragmatic function a Conditional Statement is meant to perform. Situations in which it is ambiguous whether a Conditional Statement was meant to add information or to correct a mistake are discussed in this article. This ambiguity has direct consequences on the way reasoners update their beliefs and derive conclusions. In an analysis of ambiguity from the perspective of politeness theory, the authors suggest that any contextual factor that increases the face threat of a correction will encourage reasoners to construe the ambiguous Conditional as a correction. This construal will impact their beliefs about the piece of information that is ambiguously corrected, and their beliefs will affect the deductive conclusions they are willing to draw. This nested mediation structure was observed in 2 experiments. The first experiment manipulated the threat level of a correction through the portrayed personality of the person being corrected; the second experiment manipulated the affective distance between the corrector and the corrected.
Križman Peter - One of the best experts on this subject based on the ideXlab platform.
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First steps into programming through LEGO Mindstorms activities
2019Co-Authors: Križman PeterAbstract:V magistrskem delu se ukvarjamo z aktivnostmi za učenje programiranja, ki vključujejo uporabo LEGO Mindstorm robotov. Aktivnosti temeljijo na konstrukcionistični teoriji učenja, ki jo je Seymor Papert opisal kot način učenja, pri katerem učenci z aktivnostmi, konstrukcijami v fizičnem svetu in predhodnim znanjem pridobivajo nova znanja. Aktivnosti vsebinsko sodijo v medpredmetno vezavo izbirnega predmeta Računalništvo z izbirnim predmetom Robotika v tehniki. Preizkusili smo jih med učenci drugega in tretjega vzgojno – izobraževalnega obdobja (VIO). Pri izvedbi aktivnosti smo uporabili sodobni učni pristop poučevanja programiranja, ki temelji na gibanju »makerstva«. Učenci so skozi koncepte, prakso in perspektivo razvijali računalniško mišljenje. Opisali smo raziskavo, ki temelji na modelu poučevanja programiranja z uporabo LEGO Mindstorms robotov. Pripravili smo in izvedli dve delavnici. Prvo delavnico smo izvedli med naključno izbranimi učenci izbrane šole med dvanajstim in štirinajstim letom. V drugo delavnico so bili vključeni učenci, ki so jih učitelji identificirali kot nadarjene. Raziskovali smo, ali učenci skozi prakso usvojijo koncepte programiranja (zaporedje ukazov, zanka, pogojni stavek). Poleg tega smo raziskovali odnos učencev do LEGO Mindstorms EV3 kompleta. Zanimalo nas je tudi, ali se pojavljajo statistično pomembne razlike glede na spol in uspešnost učencev pri razumevanju in uporabi konceptov programiranja. Z zbranimi ugotovitvami želimo učiteljem računalništva pokazati primer rabe robotov za učenje in poučevanje programiranja in jih spodbuditi, da v svoje šolske ure vnesejo poučevanje konceptov programiranja skozi učni pristop »makerspace«.This Master\u27s thesis deals with activities which use LEGO Mindstorms robots in order to teach programming. The activities are based on the constructionist learning theory, which Seymor Papert describes as a way of learning that enables pupils to acquire new knowledge by active learning, using meaningful product as constructions in the physical world and the learner experiences. In terms of content, the activities belong to the cross-curricular connection of the optional subject Robotics in Technology. They were tested on pupils of the second and third cycles of primary school. While performing the activities, the modern approach of teaching programming based on the ʺMaker movementʺ was used. The pupils developed their computational thinking through concepts, practice and perspective. The thesis describes the study which is based on the programming teaching model using LEGO Mindstorms robots. Two workshops were organized and executed. The first one was carried out with randomly selected pupils of the chosen school, aged between 12 and 14. The second workshop included pupils who were identified as gifted by their teachers. The aim of the study was to discover whether the pupils acquired the concepts of programming (instruction sequence, mesh, Conditional Statement) through practice. In addition, pupils\u27 attitude towards LEGO Mindstorms EV3 set was also studied. Another point of interest was the question whether there were any statistically relevant differences regarding gender and success of the pupils when it comes to their understanding and use of the programming concepts. The purpose of the findings is to show computer science teachers an example how to use robots in order to learn and teach programming and to encourage them to introduce the teaching of programming concepts to their lessons using the ʺmakerspaceʺ approach
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First steps into programming through LEGO Mindstorms activities
2019Co-Authors: Križman PeterAbstract:This Master's thesis deals with activities which use LEGO Mindstorms robots in order to teach programming. The activities are based on the constructionist learning theory, which Seymor Papert describes as a way of learning that enables pupils to acquire new knowledge by active learning, using meaningful product as constructions in the physical world and the learner experiences. In terms of content, the activities belong to the cross-curricular connection of the optional subject Robotics in Technology. They were tested on pupils of the second and third cycles of primary school. While performing the activities, the modern approach of teaching programming based on the ʺMaker movementʺ was used. The pupils developed their computational thinking through concepts, practice and perspective. The thesis describes the study which is based on the programming teaching model using LEGO Mindstorms robots. Two workshops were organized and executed. The first one was carried out with randomly selected pupils of the chosen school, aged between 12 and 14. The second workshop included pupils who were identified as gifted by their teachers. The aim of the study was to discover whether the pupils acquired the concepts of programming (instruction sequence, mesh, Conditional Statement) through practice. In addition, pupils' attitude towards LEGO Mindstorms EV3 set was also studied. Another point of interest was the question whether there were any statistically relevant differences regarding gender and success of the pupils when it comes to their understanding and use of the programming concepts. The purpose of the findings is to show computer science teachers an example how to use robots in order to learn and teach programming and to encourage them to introduce the teaching of programming concepts to their lessons using the ʺmakerspaceʺ approach
Anne-marie Cederqvist - One of the best experts on this subject based on the ideXlab platform.
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An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit
International Journal of Technology and Design Education, 2020Co-Authors: Anne-marie CederqvistAbstract:Technology educators often provide activities where pupils design programmed technological solutions (PTS) with various programming materials for developing pupils’ technological knowledge related to PTS and digital technology. However, few studies have investigated how pupils experience these activities. To fill this gap in knowledge, this phenomenographic study explores how pupils experience designing a PTS using BBC Micro:bit and identifies the technological knowledge these pupils need, in terms of critical aspects (i.e., aspects necessary to discern), to successfully solve a real world task—the design and coding of a burglar alarm. The data were gathered from sketches, interviews, and video-recordings of pupils aged 10 and 14. This study shows that the pupils struggled with two intertwined phenomena during the activity: the dual nature of the PTS (i.e., the structure and function) and the BBC Micro:bit material. The findings indicated that the pupils needed to understand what components to use based on their function and how to organise these components so they interacted with a code that used feedback control. That is, the pupils needed to code a Conditional Statement by combining blocks in the BBC Micro:bit editor. To produce working code, the pupils needed to know what the blocks represent, where to find the blocks in the editor, and how to interpret the shapes of the blocks. The results have implications for teaching technological knowledge, suggesting an importance of addressing these phenomena and critical aspects with respect to developing pupils’ conceptual and procedural knowledge related to designing PTS with BBC Micro:bit.
Virginie Demeure - One of the best experts on this subject based on the ideXlab platform.
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politeness and Conditional reasoning interpersonal cues to the indirect suppression of deductive inferences
Journal of Experimental Psychology: Learning Memory and Cognition, 2009Co-Authors: Virginie Demeure, Jeanfrancois Bonnefon, Eric RaufasteAbstract:: A successful theory of Conditional reasoning requires an account of how reasoners recognize the pragmatic function a Conditional Statement is meant to perform. Situations in which it is ambiguous whether a Conditional Statement was meant to add information or to correct a mistake are discussed in this article. This ambiguity has direct consequences on the way reasoners update their beliefs and derive conclusions. In an analysis of ambiguity from the perspective of politeness theory, the authors suggest that any contextual factor that increases the face threat of a correction will encourage reasoners to construe the ambiguous Conditional as a correction. This construal will impact their beliefs about the piece of information that is ambiguously corrected, and their beliefs will affect the deductive conclusions they are willing to draw. This nested mediation structure was observed in 2 experiments. The first experiment manipulated the threat level of a correction through the portrayed personality of the person being corrected; the second experiment manipulated the affective distance between the corrector and the corrected.