Senior Project Advisor
Ryan Wasserman
Document Type
Project
Publication Date
Spring 2022
Keywords
Formal logic, symbolic logic, philosophy, pedagogy, active learning
Abstract
Across a variety of educational settings, undergraduate introductory courses in formal logic tend to have high failure rates. In this paper, I explore practical, evidence-based steps that logic instructors can take to improve student outcomes. The topics covered are small class sizes, problem-based learning, clicker questions, group activities, and spaced practice. The effect of small class size is moderated by many variables, including each instructor’s unique characteristics and the pedagogical techniques used in large vs. small classrooms. Problem-based learning and clicker questions are determined to be excellent techniques for introducing content and furthering understanding of content, respectively. Small groups can enhance both types of activity. Finally, incorporating spaced practice into homework assignments reliably improves retention of material. Possible challenges to incorporating these techniques to the logic classroom are described, and potential solutions are discussed.
Department
Philosophy
Recommended Citation
Rosenwald, Bryce, "Improving Student Outcomes in Introductory Formal Logic" (2022). WWU Honors College Senior Projects. 578.
https://cedar.wwu.edu/wwu_honors/578
Subjects - Topical (LCSH)
Logic--Study and teaching (Higher); Teaching--Methodology; Effective teaching
Genre/Form
essays
Type
Text
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf