Soyut düşünmede mantık ve matematik bilgisinin yeri
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Date
2008
Authors
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Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmanın temel amacı mantık ve matematik eğitimi görmüş üniversite öğrencileri ile yeterince mantık ve matematik eğitimi görmemiş üniversite öğrencileri arasında soyut düşünme düzeylerinin farklı olup olmadıklarını ortaya koymaktadır. 1. Matematik ve mantık alan öğrencilerin ıraksak - yakınsak düşünme özelliklerinin almayanlardan farkını ortaya koyma 2. Matematik ve mantık alan öğrencilerin soyut düşünme özelliklerinin almayanlardan farkını ortaya koyma 3. Cinsiyet farkının ıraksak – yakınsak düşünmedeki etkisini belirleme 4. Cinsiyet farkının soyut düşünce kazanımındaki etkisini belirleme 5. Iraksak ve yakınsak düşünme ve soyut düşünme özelliklerini aile eğitim düzeyi ile ilişkilendirme 6. Mantık dersi alan öğrencilerin mantık bilgisini günlük ve meslekî düşüme etkinliklerine yansıtıp yansıtmadıklarını belirleme. Bu araştırmanın kurumsal önemi üniversite öğrencilerinin soyut düşünmesine ilişkin formal bilimlerin/bilgilerin (mantık ve matematiğin) önemini göstermeye çalışan araştırma zincirinin bir parçası olarak anlaşılabilir.
The main purpose of this investigation is to put forth whether there is a difference in the abstract reasoning level between undergraduate students who studied logic and mathematics and undergraduate students who didn’t studied logic and mathematics sufficiently. 1. To put forth the difference between the features of divergent-convergent reasoning of the students who studied logic and mathematics and those who didn’t. 2. To put forth the difference between the features of abstract reasoning of the students who studied logic and mathematics and those who didn’t. 3. To state the effect of the difference in gender on the divergent-convergent reasoning. 4. To state the effect of the difference in gender on the attainment of abstract thought. 5. To relate the features of divergent-convergent reasoning and abstract reasoning with the education level of the family. 6. To state whether the students who studied logic reflect their logical knowledge in daily and vocational activity. The institutional significance of this investigation can be understood as a part of continuous investigation which tries to show the importance of the formal sciences/knowledge (logic and mathematics) related with the abstract reasoning of the undergraduate students.
The main purpose of this investigation is to put forth whether there is a difference in the abstract reasoning level between undergraduate students who studied logic and mathematics and undergraduate students who didn’t studied logic and mathematics sufficiently. 1. To put forth the difference between the features of divergent-convergent reasoning of the students who studied logic and mathematics and those who didn’t. 2. To put forth the difference between the features of abstract reasoning of the students who studied logic and mathematics and those who didn’t. 3. To state the effect of the difference in gender on the divergent-convergent reasoning. 4. To state the effect of the difference in gender on the attainment of abstract thought. 5. To relate the features of divergent-convergent reasoning and abstract reasoning with the education level of the family. 6. To state whether the students who studied logic reflect their logical knowledge in daily and vocational activity. The institutional significance of this investigation can be understood as a part of continuous investigation which tries to show the importance of the formal sciences/knowledge (logic and mathematics) related with the abstract reasoning of the undergraduate students.
Description
Keywords
Soyut, Düşünme, Mantık, Matematik, Abstract, Reasoning, Logic, Mathematics
Citation
Çüçen, A. K. ve Ertürk, E. (2008). "Soyut düşünmede mantık ve matematik bilgisinin yeri". Kaygı. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 11, 247-268.