Characteristics of abductive inquiry in earth science: An undergraduate case study

Oh, Phil Seok

doi:10.1002/sce.20424

Cited by 27 publications

(9 citation statements)

References 30 publications

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“…Despite the benefits for individual learning, few studies have been done on the use of analogies for communication purposes in groups (Bellocchi & Ritchie, ; Gadgil & Nokes, ; Savinainen, Scott, & Viiri, ). Those that have focused on communication within group settings show encouraging results (Bellocchi & Ritchie, ; Fogwill, ; Mason, ; May, Hammer, & Roy, ; Oh, ; Savinainen et al., ). Bellochi and Ritchie () evaluated how “analogy shapes classroom discourse” during analogy‐writing activities (p. 771).…”

Section: Analogy Use In Group Communicationmentioning

confidence: 99%

“…Similarly, Oh () had groups of students compare analogues. Having evaluated and transformed (e.g., graphed and otherwise organized) the data for four typhoons, students formulated explanations for another typhoon's path (which was different from the typical path) that not only drew upon the four analogues, but also went beyond, combining and extending elements from all.…”

Section: Analogy Use In Group Communicationmentioning

confidence: 99%

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Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

et al. 2014

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This study invited small groups to make several arguments by analogy about simple machines. Groups were first provided training on analogical (structure) mapping and were then invited to use analogical mapping as a scaffold to make arguments. In making these arguments, groups were asked to consider three simple machines: two machines that they had built, used, and made measurements with and one that they had not yet studied. Finally, groups were to produce an argument in favor of the machine that worked most like another machine. Seven of these approximately 50‐minute analogical‐mapping‐based comparison activities were given to 55 preservice elementary teachers working in 15 small groups over 7 weeks. When used as a scaffold for argumentation in small groups, these activities were found to generate a need for discernment, which allowed for simple machines and their parts to be understood in and connected to the context.

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Section: Analogy Use In Group Communicationmentioning

confidence: 99%

Section: Analogy Use In Group Communicationmentioning

confidence: 99%

Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

et al. 2014

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“…Abductive science inquiry refers to inquiry activities supporting science students' generation of hypotheses based on theories and observations and their explanation of the observed phenomena using critical thinking (Oh, 2011). For example, studies by Ahmed and Parsons [S3, S18] developed a mobile web application “ThinknLearn” that helped the students generate hypotheses in inquiry activities for understanding heat energy transfer.…”

Section: Resultsmentioning

confidence: 99%

Inquiry‐based mobile learning in secondary school science education: A systematic review

Liu

Zowghi

Kearney

et al. 2020

Computer Assisted Learning

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Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.

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“…Abductive inference is also called explanatory induction, theoretical induction, theoretical inference, and explanatory inference (Godfrey-Smith, 2003, p. 43). It runs backwards from an effect to a cause and is data-driven (Oh, 2011). Within the paradigm of MWH, abduction leads to a series of plausible explanations.…”

Section: Equifinality and Multiple Working Hypothesesmentioning

confidence: 99%

Evaluating Catchment Models as Multiple Working Hypotheses under Uncertainty

Khatami

2020

Preprint

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Catchment models are conventionally evaluated in terms of their response surface or likelihood surface constructed from model runs using different sets of model parameters. Model evaluation methods are mainly based upon the concept of the equifinality of model structures or parameter sets. The operational definition of equifinality is that multiple model structures/parameters are equally capable of producing acceptable simulations of catchment processes such as runoff. Examining various aspects of this convention, in this thesis I demonstrate their shortcomings and introduce improvements including new approaches and insights for evaluating catchment models as multiple working hypotheses (MWH). First (Chapter 2), arguing that there is more to equifinality than just model structures/parameters, I propose a theoretical framework to conceptualise various facets of equifinality, based on a meta-synthesis of a broad range of literature across geosciences, system theory, and philosophy of science. I distinguish between process-equifinality (equifinality within the real-world systems/processes) and model-equifinality (equifinality within models of real-world systems), explain various aspects of each of these two facets, and discuss their implications for hypothesis testing and modelling of hydrological systems under uncertainty. Second (Chapter 3), building up on this theoretical framework, I propose that characterising model-equifinality based on model internal fluxes — instead of model parameters which is the current approach to account for model-equifinality — provides valuable insights for evaluating catchment models. I developed a new method for model evaluation — called flux mapping — based on the equifinality of runoff generating fluxes of large ensembles of catchment model simulations (1 million model runs for each catchment). Evaluating the model behaviour within the flux space is a powerful approach, beyond the convention, to formulate testable hypotheses for runoff generation processes at the catchment scale. Third (Chapter 4), I further explore the dependency of the flux map of a catchment model upon the choice of model structure and parameterisation, error metric, and data information content. I compare two catchment models (SIMHYD and SACRAMENTO) across 221 Australian catchments (known as Hydrologic Reference Stations, HRS) using multiple error metrics. I particularly demonstrate the fundamental shortcomings of two widely used error metrics — i.e. Nash–Sutcliffe efficiency and Willmott’s refined index of agreement — in model evaluation. I develop the skill score version of Kling–Gupta efficiency (KGEss), and argue it is a more reliable error metric that the other metrics. I also compare two strategies of random sampling (Latin Hypercube Sampling) and guided search (Shuffled Complex Evolution) for model parameterisation, and discuss their implications in evaluating catchment models as MWH. Finally (Chapter 5), I explore how catchment characteristics (physiographic, climatic, and streamflow response characteristics) control the flux map of catchment models (i.e. runoff generation hypotheses). To this end, I formulate runoff generating hypotheses from a large ensemble of SIMHYD simulations (1 million model runs in each catchment). These hypotheses are based on the internal runoff fluxes of SIMHYD — namely infiltration excess overland flow, interflow and saturation excess overland flow, and baseflow — which represent runoff generation at catchment scale. I examine the dependency of these hypotheses on 22 different catchment attributes across 186 of the HRS catchments with acceptable model performance and sufficient parameter sampling. The model performance of each simulation is evaluated using KGEss metric benchmarked against the catchment-specific calendar day average observed flow model, which is more informative than the conventional benchmark of average overall observed flow. I identify catchment attributes that control the degree of equifinality of model runoff fluxes. Higher degree of flux equifinality implies larger uncertainties associated with the representation of runoff processes at catchment scale, and hence pose a greater challenge for reliable and realistic simulation and prediction of streamflow. The findings of this chapter provides insights into the functional connectivity of catchment attributes and the internal dynamics of model runoff fluxes.

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Characteristics of abductive inquiry in earth science: An undergraduate case study

Cited by 27 publications

References 30 publications

Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

Inquiry‐based mobile learning in secondary school science education: A systematic review

Evaluating Catchment Models as Multiple Working Hypotheses under Uncertainty

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