Inductive thinking of engineer students
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Published:
Oct 1, 2021
Keywords:
transversal competencies, problem solving, abstract thinking, diagrammatic thinking
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Abstract
The task of higher education is twofold, (1) to prepare students to meet the expectations of the labour market, (2) to create a learning environment and conditions so that students can meet the subject requirements, i.e., the drop-out rate should be as low as possible. Input and continuous monitoring of students’ transversal competencies can be a suitable method to meet this dual requirement. The range of these competencies is very diverse. In the present study, we focused on inductive thinking, which plays an important role in problem solving, and its components, abstract inferential and diagrammatic thinking. The research involved 212 BSc technical undergraduates. During research, we used a measurement tool widely used in the selection of the workforce, which students had to fill in online. Thus, in addition to the results, it was possible to record the solution time per item. The results were evaluated using IBM SPSS Statistics. The analysis included a comparison of inductive thinking and its two subcomponents, abstract inference, and diagrammatic thinking, in terms of background variables, as well as time spent, and then in terms of defining specific performance. We found a functional relationship between the time spent and the performance achieved in the test. The items of the diagrammatic task were subjected to a deeper analysis. Students have advanced analogical thinking, but their diagrammatic thinking shows very different levels of development, which can cause difficulties in solving technical problems.
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Tóth, P., & Pogátsnik, M. (2021). Inductive thinking of engineer students. Iskolakultúra, 31(10), 38–57. https://doi.org/10.14232/ISKKULT.2021.10.38
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References
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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
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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.
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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.