Roles of Abductive Reasoning and Prior Belief in Children’s Generation of Hypotheses about Pendulum Motion

Kwon, Yong‐Ju; Jeong, Jin-Su; Park, Yun-Bok

doi:10.1007/s11191-004-6407-x

Cited by 16 publications

(4 citation statements)

References 9 publications

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“…In addition, the teachers were asked to discuss how a scientist comes up with an explanatory hypothesis of a phenomenon. This discussion was intended to introduce teachers to the idea of abductive reasoning as a process for generating an explanatory hypothesis (Kwon et al, 2006). A discussion then took place on the issue of how a scientist can empirically test an explanatory hypothesis.…”

Section: Programmentioning

confidence: 99%

Influence of an ınquiry-based professional development on science teachers’ orientations to teaching science

Ladachart,

Phothong,

Phornprasert

et al. 2022

tused

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Inquiry-based instruction has been promoted worldwide to achieve scientific literacy among citizens. This kind of reform-based instruction requires science teachers to have specialized knowledge called pedagogical content knowledge (PCK) for teaching science, which includes a set of knowledge and beliefs. Orientations to teaching science are considered as an overarching component, which shapes and are shaped by the other components of PCK. This mixed-methods research aims to investigate the influence of an inquiry-based professional development on 67 science teachers' pedagogical orientations. Both quantitative and qualitative data were collected before and after the professional development, using a contextualized pedagogical orientation test with multiple-choice questions and written formats. The quantitative data were analyzed using Mann-Whitney U test, while the qualitative data were analyzed using content analysis. The quantitative results reveal a positive change in the science teachers' orientations towards inquirybased instruction. However, the qualitative results suggest that this change occurred only in the particular context where the science teachers focused more on students' learning than on the instructional objectives and classroom management issues. Thus, what and how students can learn in the context of inquiry-based instruction should be emphasized in the professional development for science teachers to adopt inquiry-based orientations.

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Section: Programmentioning

confidence: 99%

Influence of an ınquiry-based professional development on science teachers’ orientations to teaching science

Ladachart,

Phothong,

Phornprasert

et al. 2022

tused

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show abstract

“…A slightly different version of a method to evaluate the hypothesis generation ability, adjusted to abilities of primary school students, was used in a project carried out by Kwon et al (2006). The task required generating hypotheses that could explain a swing situation relating to a simple pendulum motion.…”

Section: Observing a Situation Generating A Causal Question Analyzing The Question Representing Experienced Phenomena Causing Representatmentioning

confidence: 99%

Find Out A New Method to Study Abductive Reasoning in Empirical Research

Żelechowska

Żyluk

Urbański

2020

International Journal of Qualitative Methods

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This article presents a new tool that provides a methodological context to observe and analyze, both qualitatively and quantitatively, manifestations of abductive reasoning in empirical research. Abduction is a form of a complex reasoning carried out to make sense of surprising or ambiguous phenomena or fill the gaps in our beliefs. Despite the ubiquity of abduction in professional and everyday problem-solving processes, little empirical research was dedicated to investigate this type of reasoning, and most of them focused on products of abduction—abductive hypotheses. Our instrument, Find Out, catches abduction as a real-life form of reasoning consisting of two phases—generation and evaluation of hypotheses. It offers the possibility to account on abduction from both product and process perspective and enables both qualitative and quantitative analyses on gathered data to be conducted. In this article, the task and examples of qualitative analyses of the data are presented.

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“…Many researchers assume that abductive reasoning takes many roles in the development of science. These roles include building hypotheses (Kwon et al, 2006), generalizing models (Park & Lee, 2016), supporting the induction process (Rivera & Becker, 2007), increasing reasoning ability (Shodikin, 2017), generating new ideas (O'Reilly, 2016), building new schemes (Norton, 2008), solving mathematical problems (Cifarelli, 2016), being the main trigger for mathematical inquiry (Park & Lee, 2018), making claims about the validity of questions (Wu et al, 2016), and diagnosing medical errors (Velázquez-Quesada et al, 2013). Meanwhile, abductive reasoning itself is conjectural reasoning, whose opinions or conclusions are obtained based on incomplete information, where the conjecture itself is characterised as explicit statements that may be "right or wrong" (Norton, 2008).…”

Section: Introductionmentioning

confidence: 99%

Students’ Thinking Process When Using Abductive Reasoning in Problem Solving

et al. 2021

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Background: Abductive reasoning is the process of making conjectures to explain surprising observations. Although this conjecture is not certain to be true, in solving a problem, this reasoning is very helpful to determine the best solution strategy. Objectives: The study aims to investigate whether all types of abductive reasoning lead to the formation of new schemes. Design: This research used a qualitative approach with a descriptive exploratory design. Setting and Participants: A total of 41 students of the research degree in mathematics education programme were involved in solving a task. Then, eight of them were chosen for an in-depth interview, representing the undercoded and overcoded abductive reasoning types. Data collection and analysis: The data collected were the results of the students' works and task-based interviews. Piaget's schema theory was used to analyse students' thinking processes using abductive reasoning. The analysis was carried out at all steps of problem solving, namely understanding the problem, devising a plan, carrying out the plan, and looking back. Results: Those who carried out overcoded abductive reasoning used this reasoning to determine problem solving strategies. Meanwhile, those who carried out undercoded abductive reasoning used it to determine problem solving strategies as well as to form new schemes. Conclusions: The results showed that students who did abductive reasoning did not always produce new schemes. This study also notes that the truth value of answers from the application of abductive reasoning in problem solving was open and the importance of the look back step to perform accommodation.

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Roles of Abductive Reasoning and Prior Belief in Children’s Generation of Hypotheses about Pendulum Motion

Cited by 16 publications

References 9 publications

Influence of an ınquiry-based professional development on science teachers’ orientations to teaching science

Influence of an ınquiry-based professional development on science teachers’ orientations to teaching science

Find Out A New Method to Study Abductive Reasoning in Empirical Research

Students’ Thinking Process When Using Abductive Reasoning in Problem Solving

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