A mérnökhallgatók induktív gondolkodása
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Megjelent:
okt 1, 2021
Kulcsszavak:
transzverzális kompetenciák, problémamegoldás, absztrakt gondolkodás, diagrammatikus gondolkodás
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Absztrakt
A felsőoktatás feladata kettős: (1) felkészíteni a hallgatókat a munkaerő-piaci elvárások kielégítésére, (2) olyan tanulási környezet, feltételek megteremtése, hogy a hallgatók minél nagyobb számban tudják teljesíteni a tantárgyi követelményeket, vagyis minél alacsonyabb mértékű legyen a lemorzsolódás. E kettős követelmény kielégítéséhez alkalmas eljárás lehet a hallgatók transzverzális kompetenciáinak bemeneti, illetve folyamatos monitorozása. E kompetenciák köre igen szerteágazó. Jelen tanulmányunkban a problémamegoldásban fontos szerepet játszó induktív gondolkodásra, illetve annak komponenseire, az absztrakt következtetéses, illetve a diagrammatikus gondolkodásra fókuszáltunk. A kutatásban 212 BSc képzésben tanuló, első évfolyamos műszaki egyetemista vett részt. A kutatás során egy, a munkaerő kiválasztásában széles körben alkalmazott mérőeszközt alkalmaztunk, amit online formában kellett a hallgatóknak kitölteniük. Így az eredmények mellett lehetőség nyílt a megoldási idő rögzítésére itemenként. A kapott eredményeket az IBM SPSS Statistics programmal értékeltük ki. Az elemzés kiterjedt az induktív gondolkodás, illetve annak két alkomponensének, az absztrakt következtetésnek és a diagrammatikus gondolkodásnak háttérváltozók, továbbá időráfordítás szerinti összevetésére, majd a fajlagos teljesítmény definiálására is. Az időráfordítás és a teszten elért teljesítmény között függvénykapcsolatot találtunk. A diagrammatikus feladat itemjeit mélyebb elemzésnek vetettük alá. A hallgatók fejlett analógiás gondolkodással rendelkeznek, viszont a diagrammatikus gondolkodásuk igen eltérő fejlettséget mutat, ami a műszaki problémák megoldása során nehézséget okozhat.
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Tóth, P., & Pogátsnik, M. (2021). A mérnökhallgatók induktív gondolkodása. Iskolakultúra, 31(10), 38–57. https://doi.org/10.14232/ISKKULT.2021.10.38
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Hivatkozások
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Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(2), 35–64.
Carnevale, A. P. (2013). 21st century competencies for college and career readiness. Georgetown: Center on Education and the Workforce.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, UK: Cambridge University Press.
Cornalli, F. (2018). Training and developing soft skills in higher education. Paper presented at 4th International Conference on Higher Education Advances, HEAd’18, Universitat Politecnica de Valencia, Valencia, Spain, June 20–22, 2018
Csapó, B. (1997). The development of inductive reasoning: cross-sectional assessments in an educational context. International Journal of Behavioral Development, 20(4), 609-626.
de Koning, E., Hamers, J. H. M., Sijtsma, K. & Vermeer, A. (2002). Teaching Inductive Reasoning in Primary Education. Developmental Review, 22(2), 211–241. https://doi.org/10.1006/drev.2002.0548
Demetriou, A., Spanoudis, G., & Mouyi, A. (2011). Educating the developing mind: Towards an overarching paradigm. Educational Psychology Review, 23(4), 601–663. https://doi.org/10.1007/s10648-011-9178-3
Eger, H., & Grossmann, V. (2004). Noncognitive abilities and within-group wage inequality. Bonn: Institute for the Study of Labour.
Engler, Á. (2019). Non-traditional students in higher education. Hungarian Educational Research Journal, 9(3), 560-564.
Georgiev, N. (2008). Item Analysis of C, D and E Series from Raven’s Standard Progressive Matrices with Item Response Theory Two-Parameter Logistic Model. Europe’s Journal of Psychology, 4(3). https://doi.org/10.5964/ejop.v4i3.431
Goswami, U. (1991). Analogical reasoning: what develops? A review of research and theory. Child Development, 62(1), 1-22.
Greiff, S., Holt, D. V., & Funke, J. (2013). Perspectives on Problem Solving in Educational Assessment: Analytical, Interactive, and Collaborative Problem Solving. The Journal of Problem Solving, 5(2), Article 5. https://docs.lib.purdue.edu/jps/vol5/iss2/5
Hamers, J., De Koning, E. & Sijtsma, K. (2000). Inductive reasoning in the third grade: intervention promises and constraints. Contemporary Educational Psychology, 23(1), 132-148.
Heublein, U., Hutzsch, C., Schreiber, J., Sommer, D., & Besuch, G. (2010). Ursachen des Studienabbruchs in Bachelor-und in herkömmlichen Studiengängen: Ergebnisse einer Bundesweiten Befragung von Exmatrikulierten des Studienjahres 2007/2008. HIS: Forum Hochschule, 2. Hannover: HIS GmbH.
Kane, H., & Brand, Ch. (2003). The importance of Spearman’s g. As a psychometric, social, and educational construct. The Occidental Quarterly, 3(1), 7-30.
Kautz, T. D., Heckman, J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. Cambridge: National Bureau of Economic Research.
Khine, M. S., & Areepattamannil, S. (2016). Non-cognitive Skills and Factors in Educational Attainment. Rotterdam, Sense Publishers.
Klauer, K. J. & Phye, G. D. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85-123.
Klauer, K. J. (1999). Fostering higher order reasoning skills: The case of inductive reasoning. In Hamers, J. H. M., van Luit, J. E. H., & Csapó, B. (Eds.), Teaching and learning thinking skills. (pp. 131–156). Lisse: Swets és Zeitlinger.
Kozma, T., & Pusztai, G. (2018). A Coleman-jelentés hatása Magyarországon a rendszerváltás előtt és után. In Tóth, D. A. (Ed.), Az oktatás gazdagsága: Tanulmányok Polónyi István tiszteletére (pp. 25-47). Debrecen: Center for Higher Education Research and Development.
Larsen, M. S., Kornbeck, K. P., Kristensen, R. M., Larsen, M. R. & Sommersel, H. B. (2013). Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? A systematic review. Copenhagen: Danish Clearinghouse for Educational Research.
Lukovics, M., & Zuti, B. (2014). Egyetemek a régiók versenyképességének javításáért: „negyedik generációs” egyetemek? Tér és Társadalom, 28(4), 77- 97.
Manpower Group (2015). Talent shortage survey research results. Milwaukee: Manpower Group.
Molnár, Gy., Greiff, S., & Csapó, B. (2013). Inductive reasoning, domain specific and complex problemsolving: Relations and development. Thinking Skills and Creativity, 9(2013), 35– 45.
Mousa, M. (2017). The influence of inductive reasoning thinking skill on enhancing performance. International Humanities Studies, 4(3), 37-48.
Neubert, J., Mainert, J., Kretzschmar, A., & Greiff, S. (2015). The assessment of 21st century skills in industrial and organizational psychology: Complex and collaborative problem solving. Industrial and Organizational Psychology: Perspectives on Science and Practice, 8(2), 238–268.
Newton, P., Bristoll, H. (year without indication): Numerical reasoning, verbal reasoning, abstract reasoning, personality tests. Psychometric Success. London: WikiJob Ltd. https://www.psychometric-success.com/
Pásztor, A. (2019). Induktív és kombinatív gondolkodás fejlettségének online vizsgálata. Iskolakultúra, 29(1), 42 – 54. https://doi.org/10.17543/ISKKULT.2019.1.42
Pellegrino, J. & Glaser, R. (1982). Analyzing aptitudes for learning: inductive reasoning. In Glaser, R. (Ed.), Advances in instructional psychology (pp. 269-345). Hillsdale, New Jersey: Erlbaum.
Resing, W. C. M. (1993). Measuring inductive reasoning skills: The construction of a learning potential test. In Hammers, J. H. M., Sijstma, K. & Ruijssenaars, A. J. J. M. (ed.), Learning potential assessment. Theoretical, methodological and practical issues. (pp. 219–242), Amsterdam: Swets and Zeitlinger.
Rey, B. (1996). Les compétences transversales en question. Paris: ESF Editeur.
Rumelhart, D. E. (1989). Toward a microstructural account of human reasoning. In: Vosniadou, S., & Ortony, A. (Eds), Similarity and analogical reasoning (pp.298–312). Cambridge: Cambridge University Press.
Söderqvist, S., Nutley, S. B., Ottersen, J., Grill, K. M., & Klingberg, T. (2012). Computerized training of non-verbal reasoning and working memory in children with intellectual disability. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2012.00271
Spady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1), 109–121.
Spearman, C. (1927). The abilities of man: Their nature and measurement. New York: MacMillan.
Stieff, M., Hegarty, M., & Dixon, B. (2010). Alternative strategies for spatial reasoning with diagrams. In: Goel, A., Jamnik, M., & Narayanan, N. H. (Eds.). Diagrammatic Representation and Inference. Berlin, Heidelberg: Springer, 115–127
Tsankov, N. (2018). The transversal competence for problem-solving in cognitive learning. International Journal of Cognitive Research in Science, Engineering and Education, 6(3), 67-82.
Veroszta, Zs., & Nyüsti, Sz. (2015). Institutional effects on Bachelor-Master-level transition. International Journal of Social Sciences, 4(1), 39-61.
Vo, D. V. & Csapó, B. (2020). Development of inductive reasoning in students across school grade levels. Thinking Skills and Creativity, 37, No. 100699.
Whittemore, S. T. (2018). Transversal competencies essential for future proofing the workforce. Civitanova Marche: Skillalibrary.
Bean, J. P. (1985). Interaction effects based on class level in an explanatory model of college student dropout syndrome. American Educational Research Journal, 22(2), 35–64.
Carnevale, A. P. (2013). 21st century competencies for college and career readiness. Georgetown: Center on Education and the Workforce.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, UK: Cambridge University Press.
Cornalli, F. (2018). Training and developing soft skills in higher education. Paper presented at 4th International Conference on Higher Education Advances, HEAd’18, Universitat Politecnica de Valencia, Valencia, Spain, June 20–22, 2018
Csapó, B. (1997). The development of inductive reasoning: cross-sectional assessments in an educational context. International Journal of Behavioral Development, 20(4), 609-626.
de Koning, E., Hamers, J. H. M., Sijtsma, K. & Vermeer, A. (2002). Teaching Inductive Reasoning in Primary Education. Developmental Review, 22(2), 211–241. https://doi.org/10.1006/drev.2002.0548
Demetriou, A., Spanoudis, G., & Mouyi, A. (2011). Educating the developing mind: Towards an overarching paradigm. Educational Psychology Review, 23(4), 601–663. https://doi.org/10.1007/s10648-011-9178-3
Eger, H., & Grossmann, V. (2004). Noncognitive abilities and within-group wage inequality. Bonn: Institute for the Study of Labour.
Engler, Á. (2019). Non-traditional students in higher education. Hungarian Educational Research Journal, 9(3), 560-564.
Georgiev, N. (2008). Item Analysis of C, D and E Series from Raven’s Standard Progressive Matrices with Item Response Theory Two-Parameter Logistic Model. Europe’s Journal of Psychology, 4(3). https://doi.org/10.5964/ejop.v4i3.431
Goswami, U. (1991). Analogical reasoning: what develops? A review of research and theory. Child Development, 62(1), 1-22.
Greiff, S., Holt, D. V., & Funke, J. (2013). Perspectives on Problem Solving in Educational Assessment: Analytical, Interactive, and Collaborative Problem Solving. The Journal of Problem Solving, 5(2), Article 5. https://docs.lib.purdue.edu/jps/vol5/iss2/5
Hamers, J., De Koning, E. & Sijtsma, K. (2000). Inductive reasoning in the third grade: intervention promises and constraints. Contemporary Educational Psychology, 23(1), 132-148.
Heublein, U., Hutzsch, C., Schreiber, J., Sommer, D., & Besuch, G. (2010). Ursachen des Studienabbruchs in Bachelor-und in herkömmlichen Studiengängen: Ergebnisse einer Bundesweiten Befragung von Exmatrikulierten des Studienjahres 2007/2008. HIS: Forum Hochschule, 2. Hannover: HIS GmbH.
Kane, H., & Brand, Ch. (2003). The importance of Spearman’s g. As a psychometric, social, and educational construct. The Occidental Quarterly, 3(1), 7-30.
Kautz, T. D., Heckman, J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success. Cambridge: National Bureau of Economic Research.
Khine, M. S., & Areepattamannil, S. (2016). Non-cognitive Skills and Factors in Educational Attainment. Rotterdam, Sense Publishers.
Klauer, K. J. & Phye, G. D. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85-123.
Klauer, K. J. (1999). Fostering higher order reasoning skills: The case of inductive reasoning. In Hamers, J. H. M., van Luit, J. E. H., & Csapó, B. (Eds.), Teaching and learning thinking skills. (pp. 131–156). Lisse: Swets és Zeitlinger.
Kozma, T., & Pusztai, G. (2018). A Coleman-jelentés hatása Magyarországon a rendszerváltás előtt és után. In Tóth, D. A. (Ed.), Az oktatás gazdagsága: Tanulmányok Polónyi István tiszteletére (pp. 25-47). Debrecen: Center for Higher Education Research and Development.
Larsen, M. S., Kornbeck, K. P., Kristensen, R. M., Larsen, M. R. & Sommersel, H. B. (2013). Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? A systematic review. Copenhagen: Danish Clearinghouse for Educational Research.
Lukovics, M., & Zuti, B. (2014). Egyetemek a régiók versenyképességének javításáért: „negyedik generációs” egyetemek? Tér és Társadalom, 28(4), 77- 97.
Manpower Group (2015). Talent shortage survey research results. Milwaukee: Manpower Group.
Molnár, Gy., Greiff, S., & Csapó, B. (2013). Inductive reasoning, domain specific and complex problemsolving: Relations and development. Thinking Skills and Creativity, 9(2013), 35– 45.
Mousa, M. (2017). The influence of inductive reasoning thinking skill on enhancing performance. International Humanities Studies, 4(3), 37-48.
Neubert, J., Mainert, J., Kretzschmar, A., & Greiff, S. (2015). The assessment of 21st century skills in industrial and organizational psychology: Complex and collaborative problem solving. Industrial and Organizational Psychology: Perspectives on Science and Practice, 8(2), 238–268.
Newton, P., Bristoll, H. (year without indication): Numerical reasoning, verbal reasoning, abstract reasoning, personality tests. Psychometric Success. London: WikiJob Ltd. https://www.psychometric-success.com/
Pásztor, A. (2019). Induktív és kombinatív gondolkodás fejlettségének online vizsgálata. Iskolakultúra, 29(1), 42 – 54. https://doi.org/10.17543/ISKKULT.2019.1.42
Pellegrino, J. & Glaser, R. (1982). Analyzing aptitudes for learning: inductive reasoning. In Glaser, R. (Ed.), Advances in instructional psychology (pp. 269-345). Hillsdale, New Jersey: Erlbaum.
Resing, W. C. M. (1993). Measuring inductive reasoning skills: The construction of a learning potential test. In Hammers, J. H. M., Sijstma, K. & Ruijssenaars, A. J. J. M. (ed.), Learning potential assessment. Theoretical, methodological and practical issues. (pp. 219–242), Amsterdam: Swets and Zeitlinger.
Rey, B. (1996). Les compétences transversales en question. Paris: ESF Editeur.
Rumelhart, D. E. (1989). Toward a microstructural account of human reasoning. In: Vosniadou, S., & Ortony, A. (Eds), Similarity and analogical reasoning (pp.298–312). Cambridge: Cambridge University Press.
Söderqvist, S., Nutley, S. B., Ottersen, J., Grill, K. M., & Klingberg, T. (2012). Computerized training of non-verbal reasoning and working memory in children with intellectual disability. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2012.00271
Spady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1), 109–121.
Spearman, C. (1927). The abilities of man: Their nature and measurement. New York: MacMillan.
Stieff, M., Hegarty, M., & Dixon, B. (2010). Alternative strategies for spatial reasoning with diagrams. In: Goel, A., Jamnik, M., & Narayanan, N. H. (Eds.). Diagrammatic Representation and Inference. Berlin, Heidelberg: Springer, 115–127
Tsankov, N. (2018). The transversal competence for problem-solving in cognitive learning. International Journal of Cognitive Research in Science, Engineering and Education, 6(3), 67-82.
Veroszta, Zs., & Nyüsti, Sz. (2015). Institutional effects on Bachelor-Master-level transition. International Journal of Social Sciences, 4(1), 39-61.
Vo, D. V. & Csapó, B. (2020). Development of inductive reasoning in students across school grade levels. Thinking Skills and Creativity, 37, No. 100699.
Whittemore, S. T. (2018). Transversal competencies essential for future proofing the workforce. Civitanova Marche: Skillalibrary.