Investigating students' logical thinking abilities: the effects of gender and grade level

Year 2005, Volume: 28 Issue: 28, 219 - 225, 01.06.2005

Ayşe Yenilmez Semra Sungur Ceren Tekkaya

Abstract

Bu çalışmanın amacı cinsiyet ve sınıf düzeyinin öğrencilerin mantıksal düşünme yeteneği üzerine etkisini araştırmaktır. Çalışmaya toplam 174 altı, yedi ve sekizinci sınıf öğrencisi katılmıştır. Öğrencilerin mantıksal düşünme yeteneğini Mantıksal Düşünme Yetenek Testi (TOLT) ile ölçülmüştür. Cinsiyet ve sınıf farkının mantıksal düşünme yeteneği üzerindeki etkisini olçmek için iki yönlü çoklu varyans analizi (MANOVA) kullanılmıştır. Sonuçlar, hem sınıf düzeyinin hem de cinsiyetin mantıksal düşünme yeteneği üzerinde anlamlı bir fark yaratttığını göstermiştir

Keywords

mantıksal düşünme yeteneği, cinsiyet, sınıf düzeyi

References

• Bitner, B. L. (1991). Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve. Journal of Research in Science Teaching, 28, 275-285.
• BouJaoude, S.B. and Giuliano, F.J. (1994). Relationships between achievement and selective variables in a chemistry course for nonmajors. School Science and Mathematics, 94, 296-303.
• Cavallo, A. M. L. (1996) Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33, 625-656.
• Chandran, S., Treagust, D., & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24, 145-160.
• DeCarcer, I. A., Gabel, D. L., & Staver, J. R. (1978). Implications of Piagetian research for high school science teaching: A review of literature. Science Education, 62, 571-583.
• Ehindore, O. J. (1979). Formal operational precocity and achievement in biology among some Nigerian high school students. Science Education, 63, 231-236
• Garnett, J. B. and Tobin, K. (1984). Reasoning patterns of preservice elementary and middle school science teachers. Science Education, 68, 621-631.
• Geban, Ö., Aşkar, P. and Özkan, İ. (1992). Effects of computer simulated experiment and problem solving approaches on students’ learning outcomes at the high school level. Journal of Educational Research, 86, 5-10.
• Huppert, J. & Lazarowitz, R. (2002). Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24, 803-821
• Johnson, M. A., and Lawson, A. E. (1998). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35, 89-103.
• Lawson, A. E. (1982). Formal reasoning, achievement, and intelligence: An issue of importance. Science Education, 66, 77- 83.
• Lawson, A. E. and Thompson L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25, 733-746.
• Lawson, A. E., and Renner, J. W. (1975). Relationships of science subject matter and developmental levels of learners. Journal of Research in Science Teaching, 12, 347-358.
• Mitchell, A., & Lawson, A. (1987). Predicting genetics achievement in nonmajors college biology. Journal of Research in Science Teaching, 25, 23-37.
• Oliva, J. M. (2003). The structural coherence of students’ conceptions in mechanics and conceptual change. International Journal of Science Education, 25, 539-561.
• Sungur, S. and Tekkaya, C. (2003). Students’ achievement in human circulatory system unit: the effect of reasoning ability and gender. Journal of Science Education and Technology, 12, 59-64.
• Tobin, K. G. ad Capie, W. (1981). The development ad validation of a group test of logical thinking. Educational and Psychological Measurement, 41, 413-423.
• Tobin, K. G. and Capie, W. (1982). Relationships between formal reasoning ability, locus of control, academic engagement and integrated process skill achievement. Journal of Research in Science Teaching, 19, 113-121.
• Valanides, N. C. (1996). Formal reasoning and science teaching. School Science and Mathematics, 96, 99-108.
• Valanides, N. C. (1997). Cognitive abilities among twelfth-grade students: implications for science teaching. Educational Research and Evaluation, 3, 160-186.
• Vass, E., Schiller, D. and Nappi, A. J. (2000). The effects of instructional intervention on improving proportional, probabilistic, and correlational reasoning skills among undergraduate education majors. Journal of Research in Science Teaching, 37, 981-995.
• Yalvaç, H. (2004). An analysis of High School Students’ Learning Difficulties in Biology. Orta Doğu Üniversitesi, Ankara, unpublished master’s thesis.