[KSCI] Korea Science Citation Index Service

A Test of the Confirming Abduction Model: How Do Students Confirm Their Hypotheses During the Process of Scientific Hypothesis-Generation?

Jeong, Jin-Su (Korea National University of Education)
Kwon, Yong-Ju (Korea National University of Education)

Publication Information

Journal of The Korean Association For Science Education / v.27, no.2, 2007 , pp. 120-125 More about this Journal

Abstract

The purpose of the present study was to test the validity of the confirming abduction model (CAM). CAM is a process model which explains how reasoners confirm their hypothetical explicans. To test this model, 154 8th grade students were sampled from one middle school in Korea. Three types of vapor condensation hypothesis confirming tests were developed and administered to the subjects. The results of this study revealed that student confidence increased when hypothetical explicans were borrowed into experienced phenomena from questioning phenomena. These results validated CAM. According to CAM, the process. of confirming hypothetical explican is as follows: representing a questioning phenomenon, representing an experienced phenomenon that is similar to the questioning phenomenon, representing the hypothetical explican of the questioning phenomenon, comparing the questioning phenomenon with the experienced phenomenon, and borrowing the hypothetical explican as the hypothetical explican of the experienced phenomenon from the hypothetical explican of the questioning phenomenon. This study also discussed the implications of these findings for teaching and learning in science education.

Keywords

hypothesis; confirming abduction model; hypothetical explican; questioning phenomenon; experienced phenomenon;

Citations & Related Records

Reference

1	Adsit, D. J., & London, M. (1997). Effects of hypothesis generation on hypothesis testing in rule -discovery tasks. The Journal of General Psychology, 124(1), 19-34 DOI ScienceOn
2	Bonfantini, M. A, & Proni, G. (1988). To guess or not to guess? In U. Eco & T. A Sebeok (Eds.), The sign of three: Dupin, Holmes, Peirce, pp. 119 -134. Bloomington, IN: Indiana University Press
3	Fischer, H. R. (2001). Abductive reasoning as a way of worldmaking. Foundation of Science, 6, 361 -383
4	Garst, J., Kerr, N. L., Harris, S. E., & Sheppard, L. A. (2002). Satisficing in hypothesis generation. The American Journal of Psychology, 115(4), 475-480 DOI ScienceOn
5	Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin, 125 (5), 524-543 DOI
6	Magnani, L. (1997). Basic science reasoning and clinical reasoning interwined: Epistemological analysis and consequences for medical education. Advances in Health Sciences Education, 2, 115-130 DOI ScienceOn
7	Petty, M. E. (2001). A case study of the abductive reasoning processes or pre-service elementary education students in a role playing setting concerning a mock senate hearing on global climate change. Unpublished Doctoral Dissertation. Bloomington, IN: Indiana University
8	Popper, K. (1968). The logic of Scientific Discovery. New York: Harper & Row, Publishers
9	Hanson, N. R. (1958). Patterns of discovery: An inquiry into conceptual foundations of science. Cambridge, UK: Cambridge University Press
10	Enger, E. D., & Ross, F. C. (2003). Concepts in biology, 10th ed. New York, NY: The McGraw-Hill Compaines, Inc
11	Lawson, A. E. (2000). How do humans acquire knowledge? and what does that imply about the nature of knowledge? Science & Education, 9, 577-598 DOI ScienceOn
12	Atkins, P. W. (1989). General chemistry. New York, NY: W. H. Freeman and Company
13	Slabaugh, W. H., & Parsons, T. D. (1976). General chemistry, 3rd ed. New York, NY: John Wiley & Sons, Inc
14	Kimball, J. W. (1994). Biology, 6th ed. Dubuque, IA: Wm. C. Brown Publishers
15	Darian, S. (1995). Hypotheses in introductory science texts. International Review of Applied Linguistics in Language Teaching, 33(2), 83-109 DOI
16	Jeong, J., & Kwon, Y. (2001). Roles of abductive reasoning and prior knowledge in high school students' generating biological hypotheses. A paper presented at the 2001 NABT National Convention, Montreal, CA, November 10
17	McPherson, G. R. (2001). Teaching & learning the scientific method. The American Biology Teacher, 63(4), 242-245 DOI ScienceOn
18	Moore, R., & Vodopich, D. S. (1998). Botany, 2rd ed. New York, NY: The McGraw-Hill, Inc
19	Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing Companyl
20	Kwon, Y., Yang, I., & Chung, W. (2000). An explorative analysis of hypothesis-generation by pre -service science teachers. Journal of Korean Association for Research in Science Education, 20, 29-42
21	Jeong, J. (2004). Development of the triple abduction model and its application to scientific hypothesis generation. Unpublished Doctoral Dissertation. Cheongwon, Chungbuk: Korea National University of Education
22	Uno, G., Storey, R., & Moore, R. (2001). Principles of botany. New York, NY: The McGraw-Hill Compaines, Inc
23	Darden, L. (1991). Theory change in science: Strategies from mendelian genetics. New York: Oxford University Press