Submission Deadline: August 30, 2020 (extended to September 4)
Acceptance notification of workshop papers: September 18, 2020
Final camera-ready version due for workshop papers: September 27, 2020
Workshop Date: November 22, 2020
Planned Length: 1 day
8:30
Workshop Introduction & Welcome Speech
9:00 - 10:00
W08-01
Nur Aira ABDRAHIM
Using Guided Roles in Virtual Forum as a Strategy for Empowering Students’ Participation in Online Classes: A COVID-19 response
W08-02
Yanjie SONG, Jiaxin CAO & Yin YANG
Evaluation of the M-Orchestrate app for Scaffolding Pupils’ Collaborative Science Inquiry during COVID-19
10:20 - 12:00
W10-02
Muna Khaled ALMAWALDI &
Roslina SHARIF
Assessing UPM initiative in future proofing graduates through innovative physical learning environment
W10-03
Chih-Hung LAI
Pham-Duc THO
The integration of Mobile Instant Messaging to a Peer-Interaction Programming Learning System
W10-04
Sharifah Intan Sharina SYED ABDULLAH
Risk of Learning Discontinuity for Learning in Unfamiliar Outdoor Environments
12:00 - 13:00
Lunch Break
13:00 - 14:00
W06-1
John BLAKE
Applied logic: A mastery learning approach delivered fully online
W06-2
Tzu-Keng FU
Teaching Elementary Logic in General Education in Taiwan
14:00 - 14:20
Roundtable Discussion & Closing Remarks
ICCE2020 Proceedings Volume II Download (Two papers of W06: pp.261-278)
The 28h International Conference on Computers in Education (ICCE 2020) is organized by the Asia-Pacific Society for Computers in Education (APSCE). ICCE 2020 will be **virtual** from November 23rd to 27th, 2020 (Monday to Friday). Our workshop number is W06: Workshop on Teaching logic and Method of Thought at different levels of instruction in ICCE 2020 (*Virtual*)
*We are glad to organize a real workshop in one of Six Special Municipalities in Taiwan and speak to international speakers via video communications.
The aim of the workshop is to introduce the study and importance of teaching logic in the field Computer in Education, and moreover difficulties concerning what and how to teach logic and method of thought within and across the disciplines will be discussed.
Reviewing the old secondary school education curricula in Taiwan (9-year base), we find that there are only one or two units offered on the basic notions of formal logic in Grade 7 or Grade 8 in the field of mathematics. These are not systematic materials on logical thinking. Rather, there are many guidelines on the methods of thought (U-A2 and U-B1) included in the 12-year Base Education Curricula in Taiwan (General Curriculum Guidelines), but we also haven’t found any specific curriculum design on logical thinking. The computational thinking emphasized in informational literacy can be taken as a specific type of training for logical thinking and abstraction. Similarly, a portion of logical thinking has also been included in the core competencies of life education, which are arranged to cultivate systematic thinking on issues about life, philosophy, civil problems, etc. In the General Curriculum Guidelines, cultivating information literacies through teaching programming skills and competencies relating to life education seems to be a systematic way to cultivate logical thinking, but its effectiveness cannot be observed and evaluated until the Spring semester 2022 when these students enrol in colleges. The present-day Taiwanese college students may access methods of thought education after entering the higher education system, including five-year junior colleges. Therefore, these students may be educated in methods of thought systematically for the first time by taking some related courses, e.g. a course named Language and Logic from the general education curricula. In other words, college students who participate in the old secondary school education curricula may need to work harder to learn this kind of subject matter because they lack the related experiences acquired by studying relevant subjects. Hence, how to design such a college course about logical thinking is important.
In this generation where smartphones are prevalent, learners enrolled in higher education lack the ability to engage in contextual thinking in learning rather than computational thinking (a kind of analytic thinking) which is claimed to be cultivated in the information literacy section of the General Curriculum Guidelines. Indeed, acquiring programming skills can be one way to cultivate logical capacity. However, if learners only develop informational skills, they will not be able to fully understand the concepts underpinning a logical thinking course. Rather, for students enrolled in STEM courses, this will reinforce their misunderstanding of the skills the methods of thought course aims to cultivate just because they may have been more proficient in some materials about relative fields or courses about Logic (as a discipline) than other learners, such as truth table, natural deduction method, etc. that usually taught in Discrete Mathematics. From our observations of teaching a logical thinking course, the overall learning efficiency achieved by this kind of learner is not better than the other students in the class. Instead, they tend to have preconceptions and rely on their proficiency and fail to learn how to engage in so-called “contextual thinking”. Many distracting behaviors can also cause indirect problems for instructors, such as excessive absenteeism, arriving late to class and leaving class early, especially when a course places an emphasis on cooperative learning. Conversely, if the academic etiquette of students is appropriate, this will not cause problems in relation to cooperative learning.
This workshop seeks for original papers with a clear significance in the following topics (but are not limited to): teaching elementary logic and critical thinking at different levels of instruction (elementary education, secondary education, university level, and postgraduate), resources for teaching and learning elementary logic and critical thinking, some difficulties concerning how and what to teach elementary logic and critical thinking, mediums of instruction in teaching elementary logic and critical thinking, and philosophical issues about elementary logic and critical thinking. All papers must be original and not simultaneously submitted to another journal or conference. Interested authors should format their papers according to the rules of main conference: https://icce2020.apsce.net/call-for-paper/ Please submit your papers via EasyChair. NOTE: Not for the ICCE 2020 main conference. ICCE 2020 requires that there be at least one full author registration per paper.
Prof. Dr. Jean-Yves, Béziau, Department of Philosophy, Federal University of Rio de Janeiro, Brazil.
Assoc. Prof. Dr. John Blake, Center for Language Research, University of Aizu, Japan.
Asst. Prof. Dr. Chin-Wei Chen, General Education Center, National University of Kaohsiung, Taiwan (R.O.C.).
Asst. Prof. Dr. Oliver Kutz, KRDB Research Centre for Knowledge and Data at the Free University of Bozen-Bolzano, Italy.
Assoc. Prof. Dr. Jui-Lin Lee, General Education Center, National Formosa University, Taiwan (R.O.C.).
Prof. Dr. Fenrong Liu, Department of Philosophy, Tsinghua University, Beijing, China.
Prof. Dr. Lorenzo Magnani, Department of Humanities, Philosophy Section, University of Pavia, Pavia, Italy.
Dr. Amirouche Moketfi, Ragnar Nurkse Department of Innovation and Governance, Tallinn University of Technology, Estonia.
Professor Emeritus Woosuk Park, Department of Humanities and Social Sciences, Korean Advanced Institute of Science and Technology (KAIST), South Korea.
Asso. Prof. Dr. Anca Christine Pascu, University of Western Brittany, France.
Dr. Jan Romportl, Chief Science Officer, Researcher, AI Startup Incubator, Prague, Czech Republic.
Asst. Prof. Radek Schuster, PhD., Department of Philosophy, University of West Bohemia, Pilsen, Czech Republic.
Dr. Cheng-Rong Hsing, Acadmia Sinica, Taiwan (R.O.C.).
Tzu-Keng Fu (College of General Studies, Yuan Ze University)
futzukeng@gmail.com
Zhen-Rong, Gan (National Cheng Kung University)
gan.rrec@gmail.com
Contact: futzukeng@gmail.com