Development Level of Engineering Students’ Inductive Thinking

Tóth, Péter; Horváth, Kinga; Kèri, Katalin

doi:10.12700/aph.18.5.2021.5.8

Cited by 6 publications

(7 citation statements)

References 17 publications

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“…Comparing the solution times, there are remarkable differences between students, as shown by high standard deviation (SD) values. High SD rates imply considerable personal differences (Tóth et al, 2021). To compare the differences between the tasks, a relative standard deviation was calculated for each task.…”

Section: Resultsmentioning

confidence: 99%

“…Data acquisition was performed on computers and tablets under the personal supervision of a project team member. Participants completed the measurement instruments online using a specifically designed and previously tested framework (Tóth et al, 2021), which allowed test-takers to securely log in with a unique pre-generated username and password. This online measuring system displayed only one test item at a time, and the students were not allowed to return to a previously solved task.…”

Section: Methodsmentioning

confidence: 99%

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E-learning & Artificial Intelligence

2023

E-Learning

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Great Britain reflect on E-learning & Artificial Intelligence, e-learning in the time of COVID-19 pandemic and after this time, presented research results, contemporary trends and scientific and educational project devoted to MOOCs, artificial intelligence (AI), augmented reality (AR), virtual reality (VR), selected Web 2.0 and Web 3.0 technologies, LMS, CMS, STEAM, mobile learning and other topics.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

E-learning & Artificial Intelligence

2023

E-Learning

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Section: Methodsmentioning

confidence: 99%

Examination of Solution Times to Computer Science and Physics Tasks: a Study in Slovak and Hungarian Secondary School Students

Gubo,

Végh,

Fehér

et al. 2023

E-Learning &Amp; Artificial Intelligence

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The paper is based on a wider empirical study which was performed as part of a project examining scientific, mathematical and algorithmic thinking of secondary school students in Slovakia and Hungary. Here, some results are presented, focusing on the evaluation and comparison of students' responses to computer science and physics tasks by considering the solution times. In all four computer science tasks, we found significant differences in response times between correct and incorrect answers, while in physics tasks, there was a significant difference only in one of the four tasks.

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“…According to Newton and Bristol (2011), DR tests can be closely related to abstract reasoning tests whose aim is to process https://psychometric-success.com/ flow charts and diagrams and to predict the output by following a series of logical instructions or inferring rules. Based on Tóth et al (2021), DR tests are excellent tools in order to measure the skill set of a person, more precisely the extent to which the person is able to follow a specific set of instructions. These kinds of tests are also well-suited for information technology-related jobs because they can reflect the software design of a project.…”

Section: Diagrammatic Reasoning Testmentioning

confidence: 99%

“…In our study, we used the previously mentioned DR test questions in their original form which can be found . This test was also used by many other authors such as Tóth et al (2021) who have achieved outstanding results.…”

Section: Diagrammatic Reasoning Testmentioning

confidence: 99%

On the computational thinking and diagrammatic reasoning of first-year computer science and engineering students

2022

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Computational thinking (CT) and diagrammatic reasoning (DR) are important competencies from the perspective of both Computer Science and Engineering education. CT is often described as a critically important attitude or skill set for all students regardless of the educational program in which they are enrolled. Diagrammatic reasoning is commonly referred to as a student's ability to think logically and solve complex problems. Accordingly, these two competencies are closely related and both skills are parallelly linked to several curriculum subjects (with preponderance in the case of STEM disciplines) during the educational process. Consequently, one might conclude that even without an explicit focus on them, students might develop these abilities latently as they advance with the K-12 current curriculum. We have proposed to test this assumption. In the experiment, 137 first-year students were involved in six different Computer Science and Engineering educational programs. Students were invited to participate in a CT and a DR test. We were particularly interested in possible correlations between the results of the two tests. Our results confirmed that computational thinking and diagrammatic reasoning are closely related abilities. We also found that CT, DR, and students' prior programming experience positively correlate with their first course exam results in Computer Science.

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Development Level of Engineering Students’ Inductive Thinking

Cited by 6 publications

References 17 publications

E-learning & Artificial Intelligence

E-learning & Artificial Intelligence

Examination of Solution Times to Computer Science and Physics Tasks: a Study in Slovak and Hungarian Secondary School Students

On the computational thinking and diagrammatic reasoning of first-year computer science and engineering students

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