Chapter 7 Knowledge learning and instruction o 7.2.3 How to help students learn to reason? o Encouraging inductive reasoning o Students need to be taught that it is important to make inductive inferences but also important to be looking constantly for disconfirmations of these inferences. not onl is inductive reasoning a natural way to learn, it is also a way in which students can sharpen their reasoning skills in everyday life
Chapter 7 Knowledge learning and instruction ⚫ 7.2.3 How to help students learn to reason？ ⚫ Encouraging inductive reasoning ⚫ Students need to be taught that it is important to make inductive inferences, but also important to be looking constantly for disconfirmations of these inferences. Not only is inductive reasoning a natural way to learn, it is also a way in which students can sharpen their reasoning skills in everyday life
Chapter 7 Knowledge learning and instruction o 7.2.3 How to help students learn to reason? o Repairing fallacious reasoning o Expert teacher are quick to point out underlying errors in students'arguments or to help students come to realize their own errors by doing so these teacher help students improve their reasoning skills in ways that will be useful well beyond the immediate situation. Fallacies tend to result from the incorrect application of heuristics---informal, intuitive, and often speculative (投机的) shortcuts in thin king that may solve a problem but are not guaranteed to do so. e.g. Are there more words in the English language that begin with the letter r or that haver as their third letter?
Chapter 7 Knowledge learning and instruction ⚫ 7.2.3 How to help students learn to reason？ ⚫ Repairing fallacious reasoning ⚫ Expert teacher are quick to point out underlying errors in students’ arguments or to help students come to realize their own errors. By doing so these teacher help students improve their reasoning skills in ways that will be useful well beyond the immediate situation. ⚫ Fallacies tend to result from the incorrect application of heuristics---informal, intuitive, and often speculative （投机的） shortcuts in thinking that may solve a problem but are not guaranteed to do so. e.g. Are there more words in the English language that begin with the letter R or that have R as their third letter?
Chapter 7 Knowledge learning and instruction o 7.2. 3 How to help students learn to reason? o Most respondents say that there are more words beginning with the letter r(tversky Kahneman, 1973) Why? Because it is easier to generate words beginning with the letter r than it is to generate words having r as the third letter. In fact, there are more english language words with r as their third letter Another common fallacy is misuse of the representativeness heuristic. When one use this heuristic, he judge the probability that a particular event or object belong to a certain category by how obviously it resembles or represents the population from which it comes. For instance
Chapter 7 Knowledge learning and instruction ⚫ 7.2.3 How to help students learn to reason？ ⚫ Most respondents say that there are more words beginning with the letter R(Tversky & Kahneman,1973). Why? Because it is easier to generate words beginning with the letter R than it is to generate words having R as the third letter. In fact, there are more English language words with R as their third letter. ⚫ Another common fallacy is misuse of the representativeness heuristic. When one use this heuristic, he judge the probability that a particular event or object belong to a certain category by how obviously it resembles or represents the population from which it comes. For instance
Chapter 7 Knowledge learning and instruction o 7. 2.3 How to help students learn to reason o Most people believe that if a coin is tossed six times, a sequence of hTHhTH(with h representing heads and T standing for tails) is more likely than a sequence of hhhhth. In fact, each sequence is equally likely to be generated by a random process. The first sequence somehow seems to represent a random coin-tossing process better than the second sequence
Chapter 7 Knowledge learning and instruction ⚫ 7.2.3 How to help students learn to reason？ ⚫ Most people believe that if a coin is tossed six times, a sequence of HTHHTH(with H representing heads and T standing for tails) is more likely than a sequence of HHHHTH. In fact, each sequence is equally likely to be generated by a random process. The first sequence somehow seems to represent a random coin-tossing process better than the second sequence