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Journal articles on the topic 'Logic in teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Levi, Don S. "Teaching Logic." Teaching Philosophy 21, no. 3 (1998): 237–56. http://dx.doi.org/10.5840/teachphil199821330.

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2

Sanders, Walter J., and Richard L. Antes. "Teaching Logic with Logic Boxes." Mathematics Teacher 81, no. 8 (1988): 643–47. http://dx.doi.org/10.5951/mt.81.8.0643.

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Logic is an important but frequently neglected topic of the mathematics curriculum. Recognizing the need for better formal reasoning skills in preparing students to study mathematics and solve problems.

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3

Hillier, Sam. "Teaching Practical Logic." Teaching Philosophy 37, no. 1 (2014): 19–36. http://dx.doi.org/10.5840/teachphil201312127.

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4

Boyd, Robert. "Teaching Writing with Logic." College Teaching 43, no. 2 (1995): 53–56. http://dx.doi.org/10.1080/87567555.1995.9925514.

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5

Milne, Peter. "Notes on Teaching Logic." Discourse: Learning and Teaching in Philosophical and Religious Studies 4, no. 1 (2004): 137–58. http://dx.doi.org/10.5840/discourse20044114.

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6

Campos Benítez, Juan. "Analogy and Visual Content: The Logica memorativa of Thomas Murner." Philosophies 4, no. 1 (2018): 2. http://dx.doi.org/10.3390/philosophies4010002.

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In this article, after some thoughts on medieval logic and teaching, we present Thomas Murner’s text, Logica memorativa, showing some of his mnemonic strategies for the student to learn logic quickly. Murner offers a type of “flash cards” that illustrate much of the teaching of logic at the beginning of the sixteenth century. The first impression is visual, because the cards do not contain words that illustrate their content. Murner’s exposition rests on analogies between logic themes that are explained and the visual images presented.

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7

Robinson, Susan Rebecca. "Teaching logic and teaching critical thinking: revisiting McPeck." Higher Education Research & Development 30, no. 3 (2011): 275–87. http://dx.doi.org/10.1080/07294360.2010.500656.

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8

Fulkerson, Richard. "Technical Logic, Comp-Logic, and the Teaching of Writing." College Composition and Communication 39, no. 4 (1988): 436. http://dx.doi.org/10.2307/357698.

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9

Tieszen, Richard. "Teaching Formal Logic as Logic Programming in Philosophy Departments." Teaching Philosophy 15, no. 4 (1992): 337–47. http://dx.doi.org/10.5840/teachphil199215454.

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10

Боброва, Ангелина Сергеевна, and Татьяна Викторовна Сальникова. "LOGIC AND DIAGRAMS. TEACHING EXPERIENCE." Логико-философские штудии, no. 1 (March 15, 2022): 23–41. http://dx.doi.org/10.52119/lphs.2022.50.23.004.

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В последние десятилетия университетские курсы логики довольно быстро сдают свои позиции. Исключением не являются и академические философские программы, для которых логика всегда являлась важной профильной дисциплиной. Логика оказывается слишком сложной, слишком абстрактной, а потому слишком оторванной от философии. В поисках выхода из сложившейся ситуации мы решили модифицировать курс, состоящий из привычных теорий, и включить в него диаграмматические подходы Венна, Лейбница, Пирса. Круговые схемы Эйлера при этом, разумеется, сохраняли свои позиции. Мы исходили из того, что студентам важно про

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11

耿, 佳丽. "Teaching Logic on Mathematical Beauty." Advances in Education 11, no. 06 (2021): 2183–90. http://dx.doi.org/10.12677/ae.2021.116339.

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12

McDermott, Kevin, and Peter Caulwell. "Teaching the logic of subjects." Irish Educational Studies 5, no. 1 (1985): 121–39. http://dx.doi.org/10.1080/0332331850050111.

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13

van Ditmarsch, H., and M. Manzano. "Editorial 'Tools for Teaching Logic'." Logic Journal of IGPL 15, no. 4 (2007): 289–92. http://dx.doi.org/10.1093/jigpal/jzm019.

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14

Brister, Evelyn. "Teaching the logic of science." Metascience 24, no. 3 (2015): 511–14. http://dx.doi.org/10.1007/s11016-015-0001-5.

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15

Fitts, Jesse, and David Beisecker. "Two-Sided Trees for Sentential Logic, Predicate Logic, and Sentential Modal Logic." Teaching Philosophy 42, no. 1 (2019): 41–56. http://dx.doi.org/10.5840/teachphil2019116101.

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This paper will present two contributions to teaching introductory logic. The first contribution is an alternative tree proof method that differs from the traditional one-sided tree method. The second contribution combines this tree system with an index system to produce a user-friendly tree method for sentential modal logic.

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16

Cline, Kelly S. "Teaching Scientific Logic: Theories and Observations." Astronomy Education Review 6, no. 2 (2007): 111–14. http://dx.doi.org/10.3847/aer2007022.

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17

Jacobsen, Frederik Krogsdal, and Jørgen Villadsen. "Teaching Functional Programmers Logic and Metatheory." Electronic Proceedings in Theoretical Computer Science 363 (July 24, 2022): 74–92. http://dx.doi.org/10.4204/eptcs.363.5.

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18

Kryuchkova, S. E., and S. A. Khrapov. "Logic and theory argumentation: teaching problems." Bulletin of Chelyabinsk State University, no. 8 (2021): 101–8. http://dx.doi.org/10.47475/1994-2796-2021-10815.

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19

Gries, David, Fred B. Schneider, Joan Krone, Stan Warford, and J. Peter Weston. "Teaching as a logic tool (abstract)." ACM SIGCSE Bulletin 27, no. 1 (1995): 384–85. http://dx.doi.org/10.1145/199691.199892.

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20

Vannatta, Seth C. "Teaching to the Test: A Pragmatic Approach to Teaching Logic." Education and Culture 30, no. 1 (2014): 39–56. http://dx.doi.org/10.1353/eac.2014.0000.

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21

Başerer, Dilek. "Activity Based Teaching of Concept Types." World Journal of Education 10, no. 5 (2020): 122. http://dx.doi.org/10.5430/wje.v10n5p122.

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Learning with activities is a method of learning where learning process is much easier with practical applications rather than theoretical structure of information given to learn a subject. As learning with activities contain practical applications, it is of great importance in teaching a learning outcome of any teaching program. For that reason, it is likely to teach the outcomes in the program of logic teaching by means of learning with activities. The current study was carried out for this reason. In the study, how the learning outcome of “Classification of the Types of Concept” could be ta

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22

Kula, Fulya, and Rüya Gökhan Koçer. "Why is it difficult to understand statistical inference? Reflections on the opposing directions of construction and application of inference framework." Teaching Mathematics and its Applications: An International Journal of the IMA 39, no. 4 (2020): 248–65. http://dx.doi.org/10.1093/teamat/hrz014.

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Abstract Difficulties in learning (and thus teaching) statistical inference are well reported in the literature. We argue the problem emanates not only from the way in which statistical inference is taught but also from what exactly is taught as statistical inference. What makes statistical inference difficult to understand is that it contains two logics that operate in opposite directions. There is a certain logic in the construction of the inference framework, and there is another in its application. The logic of construction commences from the population, reaches the sample through some ste

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23

De Villiers, Michael D. "Teaching Modeling and Axiomatization with Boolean Algebra." Mathematics Teacher 80, no. 7 (1987): 528–32. http://dx.doi.org/10.5951/mt.80.7.0528.

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Traditionally, Boolean algebra is largely taught in connection with computer programming courses, logic, or set theory. Since Boolean algebra arose from George Boole's application of algebraic principles to the study of logic in 1854, this approach would seem natural.

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24

Epp, Susanna S. "The Role of Logic in Teaching Proof." American Mathematical Monthly 110, no. 10 (2003): 886. http://dx.doi.org/10.2307/3647960.

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25

Соколов, Мелетий. "Aristotle’s Formal Logic in Teaching Public Speech." Слово и образ. Вопросы изучения христианского литературного наследия, no. 2(4) (September 15, 2021): 66–74. http://dx.doi.org/10.31802/wi.2021.4.2.006.

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В статье рассматривается вопрос о месте логики в программе учебных предметов «Русский язык и культура речи» и «Риторика». Понятие о языке даётся в контексте богословской антропологии. В качестве одного из основных приёмов развития речи представлен логико-грамматический анализ высказывания. The article discusses the issue of the place of logic in the curriculum of academic subjects «Russian language and culture of speech» and «Rhetoric». The concept of language is given in the context of theological anthropology. As one of the main methods of speech development, the logical and grammatical anal

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26

McAllister, Daniel W., and Floyd J. Brock. "Using the Logic Diagram in Teaching Programming." Journal of Research on Computing in Education 22, no. 3 (1990): 348–63. http://dx.doi.org/10.1080/08886504.1990.10781926.

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27

Jui-Feng Weng, Shian-Shyong Tseng, and Tsung-Ju Lee. "Teaching Boolean Logic through Game Rule Tuning." IEEE Transactions on Learning Technologies 3, no. 4 (2010): 319–28. http://dx.doi.org/10.1109/tlt.2010.33.

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28

Epp, Susanna S. "The Role of Logic in Teaching Proof." American Mathematical Monthly 110, no. 10 (2003): 886–99. http://dx.doi.org/10.1080/00029890.2003.11920029.

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29

Croy, Marvin J. "Teaching the Practical Relevance of Propositional Logic." Teaching Philosophy 33, no. 3 (2010): 253–70. http://dx.doi.org/10.5840/teachphil201033328.

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30

Wanko, Jeffrey J. "Teaching Inductive Reasoning with Puzzles." Mathematics Teacher 110, no. 7 (2017): 514–19. http://dx.doi.org/10.5951/mathteacher.110.7.0514.

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31

Olesiak, Krzysztof. "APPLICATION OF FUZZY LOGIC TOOLBOX FOR MODELLING FUZZY LOGIC CONTROLLERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 539. http://dx.doi.org/10.17770/sie2017vol3.2398.

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Computer technology, which has been developing very fast in the recent years, can be also fruitfully applied in teaching. For example, the software package Matlab is highly useful in teaching students at Bachelor Programs of Electrical Engineering and Automatics and Robotics. Fuzzy Logic Toolbox of the Matlab package can be used for designing and modelling controllers. Thanks to a large number of pre-defined elements available in the libraries, it is possible to create even highly complicated models of systems without much effort. Fuzzy Logic Toolbox is especially useful for exploring the basi

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32

Du, Ting. "Research on the Integral Practical and Aesthetic Design Teaching of Architecture and Site Environment —Taking Kindergarten Architecture and Site Logic Model Teaching Approach as an Example." Frontiers Research of Architecture and Engineering 1, no. 2 (2018): 50. http://dx.doi.org/10.30564/frae.v1i2.47.

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The integral practical and aesthetic design teaching of architecture and site environment is expected to deal with the junior-grade design teaching in architecture major with a current situation that the insuffcient consideration of the site environment and the chaotic city image, which caused by long-term emphasis on single function and personality performance of architecture. The key to the integral practicability and aesthetics is the emphasis on the integrality of spatial logical order of those two factors, which contains the integral harmony of function attributes, scale, logics, and moda

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33

Sorina, G. V. "Logic. Logicians. Fate." Политическая концептология: журнал метадисциплинарных исследований, no. 4 (December 30, 2022): 113–35. http://dx.doi.org/10.18522/2218-5518.2022.4.113135.

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The article considers peculiarities of communicative processes, social and personal, in the fate of two generations of logics of Moscow University: the sixties and seventies. It is shown that in the general system movement of the sixties in our country its special place was occupied by the logic and methodology of science. The Logicians-Sixties were in fact fighting for the right to exist in the country of classical formal logic and at the same time for the right to correspond to the current level of development of logic. The influence of the Sixties on the formation of intellectual biographie

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34

Nelson, Irvin T., Richard L. Ratliff, Gordon Steinhoff, and Graeme J. Mitchell. "Teaching logic to auditing students: can training in logic reduce audit judgment errors?" Journal of Accounting Education 21, no. 3 (2003): 215–37. http://dx.doi.org/10.1016/s0748-5751(03)00027-7.

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35

Xu, Zhe, Yuxin Chen, and Ufuk Topcu. "Adaptive Teaching of Temporal Logic Formulas to Preference-based Learners." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 6 (2021): 5061–68. http://dx.doi.org/10.1609/aaai.v35i6.16640.

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Machine teaching is an algorithmic framework for teaching a target hypothesis via a sequence of examples or demonstrations. We investigate machine teaching for temporal logic formulas—a novel and expressive hypothesis class amenable to time-related task specifications. In the context of teaching temporal logic formulas, an exhaustive search even for a myopic solution takes exponential time (with respect to the time span of the task). We propose an efficient approach for teaching parametric linear temporal logic formulas. Concretely, we derive a necessary condition for the minimal time length o

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36

Drehe, Iovan. "On Learning Logic in 17th Century Transylvania." Studia Universitatis Babeș-Bolyai Philosophia 67, no. 1 (2022): 143–58. http://dx.doi.org/10.24193/subbphil.2022.1.08.

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"The purpose of this paper is to provide a glimpse on the method and content of teaching logic/dialectic in the Principality of Transylvania in the 17th century from the perspective of Miklós Bethlen with references to two important local scholars: Pál Keresztúri and Janos Apáczai Csere, who is better known as being the first Hungarian encyclopaedist. In addition to this, the paper will contain for comparison a short survey of what Jan Amos Komenský had to say about teaching logic. Keywords: Logic, dialectic, teaching method, Miklós Bethlen, Pál Keresztúri, Janos Apáczai Csere, Jan Amos Komens

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37

Ren, Guo Yan, Guo Mei Ren, and Yi Tang. "A Project-Based Approach to Teaching Programmable Logic Controller Course." Advanced Materials Research 765-767 (September 2013): 854–57. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.854.

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Sequential control using ladder logic, Programmable Logic Controllers (PLCs), and operator interfaces are commonly used in the manufacturing industry today. The introduction course of programmable logic controller is a course that needs a lot of practice. We present a project-based approach to teaching it by introducing real engineering projects into the process of theory teaching. The students show more enthusiastic during learning course and their abilities of solving engineering problems are greatly enhanced.

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38

Blakley, J. J., and D. A. Irvine. "Teaching Programmable Logic Controllers Using Multimedia-Based Courseware." International Journal of Electrical Engineering Education 37, no. 4 (2000): 305–15. http://dx.doi.org/10.7227/ijeee.37.4.1.

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39

Chiras, Daniel D. "Eco-Logic: Teaching the Biological Principles of Sustainability." American Biology Teacher 55, no. 2 (1993): 71–76. http://dx.doi.org/10.2307/4449588.

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40

Borovskikh, Aleksei Viacheslavovich, and Nikolai Khristovich Rozov. "Activity-related principles in pedagogy and teaching logic." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2011): 3–28. http://dx.doi.org/10.51314/2073-2635-2011-2-3-28.

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Article is devoted to research some of the problems of modern pedagogy, in particular: activity-related principles in pedagogy, teaching logic, interpretation of the evolution of goals, values and content of education. On the basis of psycho-pedagogical analysis of the topical practical issues of modern education are considered and provides specific recommendations for understanding, planning and organizing the learning process in middle and high school.

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41

Villadsen, Jørgen, Asta Halkjær From, and Patrick Blackburn. "Teaching Intuitionistic and Classical Propositional Logic Using Isabelle." Electronic Proceedings in Theoretical Computer Science 354 (February 8, 2022): 71–85. http://dx.doi.org/10.4204/eptcs.354.6.

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42

Fredericks, Marcel, and Steven I. Miller. "Logic and Sociological Arguments: Applications to Undergraduate Teaching." Teaching Sociology 12, no. 2 (1985): 149. http://dx.doi.org/10.2307/1318325.

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43

KUSAHARA, Kazuhiro. "The Logic of Socialization in Teaching Regional Geography." New Geography 48, no. 4 (2001): 1–17. http://dx.doi.org/10.5996/newgeo.48.4_1.

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44

Polubinskaya, Lyudmila Georgievna, Timur Rustyamovich Khusnetdinov, and Raisya Abdrakhmanovna Maksutova. "FORMAL LOGIC AND ALGORITHMS IN TEACHING DESCRIPTIVE GEOMETRY." Pedagogy. Issues of Theory and Practice, no. 1 (April 2018): 97–102. http://dx.doi.org/10.30853/pedagogy.2018-1.21.

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45

Renger, Ralph, and Allison Titcomb. "A Three-Step Approach to Teaching Logic Models." American Journal of Evaluation 23, no. 4 (2002): 493–503. http://dx.doi.org/10.1177/109821400202300409.

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46

Bottino, Rosa Maria, Paola Forcheri, and Maria Teresa Molfino. "Teaching computer science through a logic programming approach." Education and Computing 4, no. 2 (1988): 71–76. http://dx.doi.org/10.1016/s0167-9287(88)90535-3.

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47

RENGER, R. "A Three-Step Approach to Teaching Logic Models." American Journal of Evaluation 23, no. 4 (2002): 493–503. http://dx.doi.org/10.1016/s1098-2140(02)00230-8.

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48

Paprzycka, Katarzyna. "Teaching Logic as a Foreign Language On-Line." Teaching Philosophy 27, no. 2 (2004): 117–25. http://dx.doi.org/10.5840/teachphil200427212.

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49

Placer, John, and Assim Sagahyroon. "Object-oriented logic simulator for teaching and research." Computer Applications in Engineering Education 5, no. 2 (1997): 85–92. http://dx.doi.org/10.1002/(sici)1099-0542(1997)5:2<85::aid-cae1>3.0.co;2-y.

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50

Skowron, Bartłomiej. "Możliwościowe ujęcie logiki praktycznej. Logika bez kantów Andrzeja Kisielewicza." Studia Philosophica Wratislaviensia 13, no. 3 (2018): 95–114. http://dx.doi.org/10.19195/1895-8001.13.3.10.

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A possibilities-based account of practical logic.Andrzej Kisielewicz’s logic without edgesIn this paper I comment on the theses presented in Andrzej Kisielewicz’s book entitled Logic and Argumentation. A Practical Course in Critical Thinking. The author argues that the current way of teaching practical logic is not good, because it is too much based on formal logic. It should be replaced by a comprehensive analysis of reasonable possibilities. I demonstrate that Kisielewicz’s vision of changing the way in which practical logic is taught is a good one. I claim that Kisielewicz proposed a kind o

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