The international literature on the examination of inductive reasoning is rather rich. Approaching it from the direction of soft skills can be considered still novel. The main objectives were to draw a picture of the development level of first-grade teacher students’ inductive thinking, to analyse the time used for the solution of tasks and task items and finally to explore the interconnection between solution time and the performance achieved in the inductive test. According to the results of 204 students attending teacher training at J. Selye University in Komarno (Slovakia), the abstract and analogue reasoning of these students is of medium development level, while their diagrammatic thinking is weaker. There is a connection between the time used for the items and the test results, both the task types and the students can be classified according to time consumption. The 10% having reached the best results are women, have parents with a degree, live in cities and took their secondary school leaving exams at Hungarian secondary grammar schools. Female and correspondence students spent more time on solving the tasks than male and full-time students.

Authors:
Peter Toth, Budapest University of Technology and Economics, Hungary
Kinga Horvath, J. Selye University, Slovakia

About the Presenter(s)
Professor Peter Toth is a University Professor/Principal Lecturer at Budapest University of Technology and Economics in Hungary

See this presentation on the full schedule – Thursday Schedule

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