Signs for logic teaching

Tessa H.S. Eysink · 2001

Summary

This thesis is to study the effect of several instructional variables, such as different representations of reality and manipulation of these representations, on the acquisition of concepts and operations of logic, in particular first-order predicate logic.

Type: article
Published: 2001-12-07
Cited by: 3
References: 99
OpenAlex: https://openalex.org/W1491054830
Semantic Scholar: https://api.semanticscholar.org/CorpusID:60595180

Keywords

Computer science

References

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Balancing situativity and formality: the importance of relating a formal language to interactive graphics in logic instructionJelke van der Pal, Tessa H.S. Eysink — 1999
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Contrasting the cognitive effects of graphical and sentential logic teaching: Reasoning, representation and individual differencesKeith Stenning, Richard Cox, Jon Oberlander — 1995

Cited by

Dynamic Task Selection in Aviation TrainingRon Salden — 2005
Synchronous coaching of trainee teachers : an experimental approachRW Ralph Hooreman — 2008
Computational Logic in the First Semester of Computer Science: An Experience ReportDavid M. Cerna, Martina Seidl, Wolfgang Schreiner — 2020

Related papers

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