Abstract:

Current trends in the development of logical thinking focus more on developing individual elements of thinking operations supporting logical thinking than on the holistic development of general logical thinking. Our research aimed to investigate how successful university students are in solving tasks containing the essential elements of propositional logic in different subject-specific contexts; whether there are differences in an average performance in selected aspects.
This study presents results (N=191) of empirical research based on one single-group quasi-experiment with the students of the Faculty of Education, J. Selye University. Their study program did not contain special courses of propositional logic.
The used research instrument was an online knowledge test of 15 tasks containing the selected elements of propositional logic formulated in different subject-specific contexts (biology, physics, chemistry, mathematics, and everyday life). These tasks focused on understanding and correct use of quantification, the negation of statements, and the formulation of inferences.
The analysis results show significant differences (Friedman Q = 183, df =2, p < 0.01) comparing the test results in three task groups. Students who finished grammar school achieved significantly better results (Mann-Whitney U=3172.5, p<0.01) in the average total score. However, there was no significant difference in average performance (Mann-Whitney U=3094.5, p<0.590) in students’ age compared to groups 18-25 years and over 25 years. Considering the tasks´ subject-specific context, we found significant differences (Friedman Q = 153, df =4, p < 0.01). Investigating the relationship between student’s score and rating the task´s difficulty, there is a significant correlation, with Pearson correlation -0.374, i.e., the strength of this relation has a weak-medium value.
Based on the obtained results raising a requirement to implement the particular course of propositional logic into the teacher training study program and/or emphasize the education of STEM subjects within teacher preparation. It can be valued positively that teacher trainees objectively assessed the difficulty of the tasks, and this result indicates a good self-reflection attitude in the case of our respondents.

Keywords:

Propositional logic, scientific and mathematical tasks, teacher training.