Senior Project Advisor
Formal logic, symbolic logic, philosophy, pedagogy, active learning
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.
Rosenwald, Bryce, "Improving Student Outcomes in Introductory Formal Logic" (2022). WWU Honors College Senior Projects. 578.
Subjects - Topical (LCSH)
Logic--Study and teaching (Higher); Teaching--Methodology; Effective teaching
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