How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

Oh, Phil Seok

doi:10.1080/09500690903104457

Cited by 53 publications

(38 citation statements)

References 45 publications

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“…The characteristics of abduction provided inspiration to the development and use of the AIM as an inquiry‐learning model in earth science education. Learning with the AIM, students are allowed to practice abductive reasoning as they are engaged in solving retrodictive/postdictive problems of earth science (Oh, 2008a, 2010).…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Furthermore, the AIM was used in undergraduate earth science laboratories in which students were challenged to solve earth scientific problems abductively (Oh, 2008a). Previous articles on abductive inquiry, however, either focused on presenting theoretical underpinnings for the AIM (Kim, 2003; Oh & Kim, 2005) or describing hypotheses generation processes or pedagogical interventions to help these processes with no consideration of the activity structure of the AIM (Oh, 2008b, 2010). Recently, the AIM was utilized in an undergraduate course for educating preservice earth science teachers, which provided a context for a further study on the AIM.…”

Section: The Abductive Inquiry Modelmentioning

confidence: 99%

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Economic evaluations of pharmacogenetic and genomic screening programs: update of the literature

Vegter

Jansen

Postma

et al. 2010

Drug Development Research

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Pharmacogenetics and pharmacogenomics show great potential for developing individual treatment modalities to achieve optimal therapy effectiveness. Economic analyses are performed to determine whether pharmacogenetic screening strategies provide good value for money. The current review provides an update of published economic studies. Economic analyses of pharmacogenetic screening programs published between 2000 and July 2010 were included in the review. Information was extracted on research area, genetic information, type of economic analysis, key aspects of adherence to economic guidelines, costs and commercial availability of genetic tests, and the role of the funding party. A total of 42 economic studies on pharmacogenetic screening strategies were included. Over time, more cost-utility analyses were performed, longer time windows were employed, and more extensive sensitivity analyses were conducted. Considerable differences in costs of screening tests for the same polymorphism were found, which often, but not always, had a large influence on the costs of screening strategies. Most studies were conducted from an academic or hospital perspective without direct links to pharmaceutical or diagnostic manufacturers. The quality of economic analyses of pharmacogenetic screening programs has improved over time. However, input variables are not always clearly described. In particular, substantial variation exists in the reported costs of the pharmacogenetic tests. Often these test costs are considered a major cost driver and could therefore be of particular importance for the interpretation of cost-effectiveness results. Furthermore, the economic studies seem to be conducted to increase awareness of possibilities and perspectives of genetic testing rather than to influence policy decisions on reimbursement. Drug Dev Res 71:492-501, 2010.

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Section: Summary and Discussionmentioning

confidence: 99%

Section: The Abductive Inquiry Modelmentioning

confidence: 99%

Economic evaluations of pharmacogenetic and genomic screening programs: update of the literature

Vegter

Jansen

Postma

et al. 2010

Drug Development Research

View full text Add to dashboard Cite

show abstract

“…That is, students must be guided to take advantage of relevant knowledge throughout their inquiry processes. For instance, the teacher can assist students in activating and expanding their background knowledge and scaffold them to use the knowledge to answer the questions of interest (Oh, 2010). In addition, students should be given opportunities to apply what they have learned from the science classroom to solve challenging problems through inquiry.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…The characteristics of abduction provided inspiration to the development and use of the AIM as an inquiry-learning model in earth science education. Learning with the AIM, students are allowed to practice abductive reasoning as they are engaged in solving retrodictive/postdictive problems of earth science (Oh, 2008a(Oh, , 2010.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Furthermore, the AIM was used in undergraduate earth science laboratories in which students were challenged to solve earth scientific problems abductively (Oh, 2008a). Previous articles on abductive inquiry, however, either focused on presenting theoretical underpinnings for the AIM (Kim, 2003;Oh & Kim, 2005) or describing hypotheses generation processes or pedagogical interventions to help these processes with no consideration of the activity structure of the AIM (Oh, 2008b(Oh, , 2010. Recently, the AIM was utilized in an undergraduate course for educating preservice earth science teachers, which provided a context for a further study on the AIM.…”

Section: The Abductive Inquiry Modelmentioning

confidence: 99%

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

2010

Science Education

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ABSTRACT:The goal of this case study was to describe characteristic features of abductive inquiry learning activities in the domain of earth science. Participants were undergraduate junior and senior students who were enrolled in an earth science education course offered for preservice secondary science teachers at a university in Korea. The undergraduate students conducted, as a course activity, earth scientific inquiry according to the Abductive Inquiry Model (AIM) to explain a typhoon's anomalous path. Data sources included students' presentation materials, written reports, and interviews with five selected participants. The data were analyzed qualitatively in collaboration with a practicing earth scientist. The findings of the study revealed the characteristics of students' inquiry performance in each phase of the AIM. During the exploration phase, the students investigated earth scientific phenomena with provided data and transformed the data into new forms to discover problems to be explained abductively. In the examination phase, the students activated and expanded their background knowledge to find appropriate rules for abductive inference. Furthermore, they created new rules, which contained hypothetical explanations for the phenomena in question. The selection phase provided the students with opportunities to evaluate their hypotheses with empirical and theoretical criteria and choose more plausible ones. Finally, in the explanation phase, the students provided genetic and narrative explanations using the hypotheses selected previously. Implications for science inquiry learning as well as relevant research were suggested. C 2010 Wiley Periodicals, Inc. Sci Ed 95: 409 -430, 2011

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Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices

2022

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With the shifts in science education emphasizing the integration of science practices with science content, there is a need to know how teachers understand those science practices within their teaching practice. Our primary research question was, What do novice elementary teachers know about the science practices, in terms of what the practices are and how to engage students in the science practices? To answer that question, the current qualitative case study investigated how three novice elementary teachers' knowledge of the science practices is evident in their teaching practice across 4 years: 2 years in a practice‐based teacher education program and 2 years teaching. Data sources included videorecords of the teachers' science instruction, lesson plans, reflections, and interviews. The findings indicate that the novice elementary teachers' knowledge of the science practices and how to teach them varied, with their understanding of how to teach some science practices more evident than their knowledge of the nuances of the practices themselves. Across all of the science practices, they demonstrated a strong understanding that students should be the ones engaging in the intellectual work of the science practices, and not the teacher. As novice elementary teachers learn how to teach science, they may develop their science practice‐readiness, which can serve as a building block for understanding the science practices in greater depth with more teaching experience. The current study has implications for teacher educators when developing opportunities to support novices' understanding of the science practices in ways that can expand with more teaching experience.

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How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

Cited by 53 publications

References 45 publications

Economic evaluations of pharmacogenetic and genomic screening programs: update of the literature

Economic evaluations of pharmacogenetic and genomic screening programs: update of the literature

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

Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices

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