Resumo

DA€™ANGELO, Verónica. The ability to model logical connectives in different domains. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2021, n.30, pp.78-84. ISSN 1851-0086.

In propositional logic, disjunction or conjunction connectives in simple propositions are intuitively understood. The difficulty for some programming students is to identify a network of compound propositions with logical connectives that underlie a problematic situation. A widely used technique for contextualizing concepts is the provision of illustrative examples. We proposed to investigate the effect produced by the generation of examples (invented by students), after receiving examples from the teacher. We observe that when receiving problems that belong to the same thematic domain, understanding and intra-domain transfer are promoted, but transfer to distant domains is not probable. In the first experiment, we verified that contextualizing with a single example is enough to promote understanding (doing the exercises and tables) but it does not provide students with the possibility of imagining different scenarios for the application of the same rules. In a second experiment, we presented two consecutive situations in different contexts, the experimental group received examples accompanied by a set of comparison instructions, and a control group only received the examples without instructions to compare them. We observe that in the comparison condition, the students propose examples that are further away from the proposed thematic domains. We infer that the comparison of examples is a powerful mechanism to promote transfer in learning of propositional logic rules applied to concrete situations.

Palavras-chave : Propositional logic; Contextualization; Examples; Abstraction; Transfer.

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