David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Teaching Philosophy 27 (2):117-125 (2004)
Similar to learning the grammatical structures of a foreign language, one problem that students face in learning logic is that many of the operations and concepts they need to learn require more practice to fully master. To solve this problem, the author proposes the use of “repetitive exercises”, exercises that aim to develop a familiarity with a concept or operation through repeatedly focusing on that concept or operation. According to the author, the best method for implementing these exercises is the use of on-line teaching environments, specifically WebCT, which allows instructors to develop exercises that they deem appropriate and allows for mechanical grading. Finally, the paper provides an overview of why WebCT is preferable to the use of Blackboard, and notes that the major drawback to the online solution is its poor support for the symbols used in propositional and predicate logic
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Anthony P. R. Howatt & Richard C. Smith (eds.) (1820/2002). Foundations of Foreign Language Teaching: Nineteenth-Century Innovators. Routledge.
Zhongyuan Sun (2007). Meta-Research in Chinese Logic. Frontiers of Philosophy in China 2 (1):50-69.
Katarzyna Paprzycka (2004). Using Short Animated Presentations (SAPs) in Teaching Elementary Logic. Teaching Philosophy 27 (4):325-336.
Ronald P. Leow (2000). A Study of the Role of Awareness in Foreign Language Behavior: Aware Versus Unaware Learners. Studies in Second Language Acquisition 22 (4):557-584.
Remo Fioroni (1948). Armed Forces' Foreign Language Teaching. Thought: A Journal of Philosophy 23 (2):325-326.
Rosalind M. O. Pritchard & Rafik Loulidi (1994). Some Attitudinal Aspects of Foreign Language Learning in Northern Ireland: Focus on Gender and Religious Affiliation. British Journal of Educational Studies 42 (4):388 - 401.
John J. Ivers (2005). Ethics, Consciousness Raising, and the Foreign Language Class. Teaching Ethics 6 (1):55-67.
Jennifer Faust (2007). Unreasonable Accommodations? Teaching Philosophy 30 (4):357-381.
Jennifer Faust (2007). Unreasonable Accommodations?: Waiving Formal Logic Requirements for Students with (Relevant) Disabilities. Teaching Philosophy 30 (4):357-381.
Moti Mizrahi (2012). A Decision Procedure for Evaluating Natural Language Arguments. APA Newsletter on Teaching Philosophy 12 (1):11-12.
George F. Kneller (1966). Logic and Language of Education. New York, Wiley.
Jonathan Schonsheck (1990). Drawing the Cave and Teaching the Divided Line. Teaching Philosophy 13 (4):373-377.
J. Oberlander, P. Monaghan, R. Cox, K. Stenning & R. Tobin (1999). Unnatural Language Processing. Journal of Logic, Language and Information 8 (3):363-384.
Joseph Agassi (1964). Variations on the Liar's Paradox. Studia Logica 15 (1):237 - 238.
Added to index2011-01-09
Total downloads5 ( #359,709 of 1,725,449 )
Recent downloads (6 months)2 ( #268,753 of 1,725,449 )
How can I increase my downloads?