Browse > Article
http://dx.doi.org/10.5467/JKESS.2020.41.5.531

Changes of the Abductive Inquiry Performance in Outdoor Geological Fieldwork  

Jung, Chanmi (Natural History Museum, Ewha Womans University)
Shin, Donghee (Department of Science Education, Ewha Womans University)
Publication Information
Journal of the Korean earth science society / v.41, no.5, 2020 , pp. 531-554 More about this Journal
Abstract
In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. To this end, a 21st-class program was developed in the order of pre-evaluation, initial fieldwork, explicit learning of geologic knowledge and inquiry, and post-evaluation and applied to nine middle school students. As research data, outdoor geological fieldwork class recording data and students' activity sheets were collected and analyzed qualitatively. As a result, during the initial fieldwork, students caught clues of low geological importance and used everyday experience and/or general scientific knowledge as a rule when asked to generate hypotheses about the origin of the clues. Also, students evaluated their hypotheses by the scientific accuracy of the rule or their own criterion. Meanwhile, during the final fieldwork, students frequently caught key clues in geologic perspectives and generated geological event hypotheses related to the clues by borrowing geologic knowledge as a rule. Furthermore, students scientifically evaluated their hypotheses based on the consistency of evidence and rules. Combining these results, the effects of learners' geological knowledge and inquiry (abduction) abilities as a path model were presented in order to help students carry out a proficient abductive inquiry in geological fieldwork.
Keywords
outdoor geological fieldwork education; abductive inquiry; explicit inquiry;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Mogk, D.W., Goodwin, C., 2012, Learning in the field, synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Papers, 486, 131-163.
2 Munn, B.J., Tracy, R.J., Jenks, P.J., 1995, A collaborative approach to petrology field trips. Journal of Geological Education, 43, 381-381.   DOI
3 National Research Council [NRC]., 1996, National science education standards. National Academies Press, Washington.
4 National Research Council [NRC]., 2000, Inquiry and the national science education standards, a guide for teaching and learning. National Academies Press, Washington, US.
5 NGSS Lead States., 2013, Next Generation Science Standards. The National Academy Press, Washington.
6 Oh, P., 2008, Comparison of hypotheses-formation processes between an earth scientist and undergraduate students, a case study about a typhoon's anomalous path. Journal of the Korean Association for Science Education, 28, 649-663. (in Korean)
7 Oh, P., 2017, The roles and importance of critical evidence (CE) and critical resource models (CRMs) in abductive reasoning for earth scientific problem solving. Journal of Science Education, 41, 426-446. (in Korean)   DOI
8 Oh, P., Kim, C., 2005, A theoretical study on abduction as an inquiry method in earth science. Journal of the Korean Association for Science Education, 29, 586-601. (in Korean)
9 Orion, N., 1989, Development of a high-school geology course based on field trips. Journal of Geological Education, 37, 13-17.   DOI
10 Orion, N., 1993, A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics, 93, 325-331.   DOI
11 Hoover, S.M., 1990, Problem finding/solving in science, moving toward theory. Creativity Research Journal, 3, 330-332.   DOI
12 Park, J., 2001, Analysis of students' processes of generating scientific explanatory hypothesis, focused on the analysis of university students' responses. Journal of the Korean Association for Science Education, 21, 609-621. (in Korean)
13 Raab, T., Frodeman, R., 2002, What is it like to be a geologist? a phenomenology of geology and its epistemological implications. Philosophy & Geography, 5, 69-81.   DOI
14 Reed, K.S., 2006, Cognition: Theory and Applications (7th ed), Sigma Press, Seoul, Korea. (in Korean)
15 Charmaz, K., 2006, Constructing grounded theory: A practical guide through qualitative research. SAGE publications, London.
16 Orion, N., Hofstein, A., 1994, Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31, 1097-1120.   DOI
17 American Association for the Advancement of Science [AAAS]., 1993, Benchmarks for Science Literacy. Oxford University Press, New York, USA.
18 Ault, C.R., 1998, Criteria of excellence for geological inquiry, the necessity of ambiguity. Journal of Research in Science Teaching, 35, 189-212.   DOI
19 Barab, S., Squire, K., 2004. Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13, 1-14.   DOI
20 Chang, C.H., Chatterjea, K., Goh, D.H.L., Theng, Y.L., Lim, E.P., Sun, A., Razikin, K., Kim, T-Q., Nguyen, Q.M., 2012, Lessons from learner experiences in a field-based inquiry in geography using mobile devices. International Research in Geographical and Environmental Education, 21, 41-58.   DOI
21 Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., Schauble, L., 2003, Design experiments in educational research. Educational Researcher, 32, 9-13.   DOI
22 Fann, K.T., 1970, Peirce's theory of abduction. Martinus Nijhoff Publishers, Hague.
23 Dodick, J., Orion, N., 2003, Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching, 40, 415-442.   DOI
24 Edelson, D.C., 2002, Design research, what we learn when we engage in design. The Journal of the Learning sciences, 11, 105-121.   DOI
25 Engelhardt, W.v., Zimmermann, J., 1988, Theory of earth science, Cambridge University Press, Cambridge. (in German)
26 Gray, R., Kang, N.H., 2014, The structure of scientific arguments by secondary science teachers, comparison of experimental and historical science topics. International Journal of Science Education, 36, 46-65.   DOI
27 Fischer, H.R., 2001, Abductive reasoning as a way of worldmaking. Foundations of Science, 6, 361-383.   DOI
28 Frodeman, R., 2003, Geo-logic, breaking ground between philosophy and the earth sciences. State University of New York Press, New York.
29 Glaser, B. G., Strauss, A. L., 1967. The discovery of grounded theory: Strategies for qualitative research. Aldine Publishing Company, Chicago, US.
30 Hallberg, L., 2006. The 'core category' of grounded theory: Making constant comparisons. International Journal of Qualitative Studies on Health and Wellbeing. 1, 141-148.   DOI
31 Hanson, N.R., 1958, Patterns of discovery: An inquiry into the conceptual foundations of science. Cambridge University Press, Cambridge.
32 Harman, G.H., 1965, The inference to the best explanation. The philosophical Review, 74, 88-95.   DOI
33 Kim, C.J., 2002, Inferences frequently used in earth science. Journal of the Korean Earth Science Society, 23, 188-193. (in Korean)
34 Jeong, J., 2006, Role of hypothesizing abduction in high school students' generation of hypotheses about root-pressure. Biology Education, 34, 405-414. (in Korean)
35 Joung, Y., Song, J., 2006, The features of the hypotheses generated by pre-service elementary teachers using the form of Peirce's abduction. Journal of Korean Elementary Science Education, 25, 126-140. (in Korean)
36 Jun, Y., Kwon, H., Choi, B., Park, J., Kim, C., 2007, Perceptions and practices of teachers in an earth science teachers' research group about teaching geologic field trip, a case study. Journal of the Korean earth science society, 28, 686-698. (in Korean)   DOI
37 Jung, C., Shin, D., 2017, Comparing elements of inquiry in field geology by learner groups, focusing on cases of geological fieldwork education. Journal of the Korean Society of Earth Science Education, 10, 235-253. (in Korean)   DOI
38 Jung, C.M., 2018. Development of process theory and outcome theory for junior high school students' outdoor fieldwork education focusing on abductive inquiry. Unpublished Ph.D. dissertation, Ewha Womans University, Seoul, Korea, 438p. (in Korean)
39 Kim, I., Lee, H., 2007, The role of student's prior knowledge in the processes of generating scientific explanatory hypothesis. New Physics: Sae Mulli, 54, 65-73. (in Korean)
40 Kim, T., Lim, J., 2016, Research on activation plan of National Geoparks through analysis on education programs of National Geoparks. Journal of the Geological Society of Korea, 52, 609-621. (in Korean)   DOI
41 Kusnick, J., 2002, Growing pebbles and conceptual prisms-understanding the source of student misconceptions about rock formation. Journal of Geoscience Education, 50, 31-39.   DOI
42 Kim, Y., 2012. Qualitative research methodologyI: Bricoleur (2nd Ed.). Academy Press, Seoul, Korea. (in Korean)
43 Kind, P., Osborne, J., 2017, Styles of scientific reasoning: a cultural rationale for science education?. Science Education, 101, 8-31.   DOI
44 Kuhn, L., Reiser, B., 2006, Structuring activities to foster argumentative discourse. In: annual meeting of the American Educational Research Association, San Francisco.
45 Kwak, H., Park, C., Lee, T., Kim, M., Jin, Y., 2008, Dictionary of Experimental Psychology. Sigma Press, Seoul, Korea. (in Korean)
46 Lawson, A.E., 2000, The generality of hypothetico-deductive reasoning, making scientific thinking explicit. The American Biology Teacher, 62, 482-495.   DOI
47 Kwon, Y.J., Jeong, J.S., Park, Y.B., 2006, Roles of abductive reasoning and prior belief in children's generation of hypotheses about pendulum motion. Science & Education, 15, 643-656.   DOI
48 Kwon, Y., Shim, H., Jeong, J., Park, K., 2003, Role and process of abduction in elementary school students' generation of hypotheses concerning vapor condensation. The Journal of The Korean Earth Science Society, 24, 250-257. (in Korean)
49 Laudan, R., 1987, From mineralogy to geology: the foundations of a science, 1650-1830. University of Chicago Press, Chicago.
50 Lawson, A.E., 2002, What does Galileo's discovery of Jupiter's moons tell us about the process of scientific discovery?. Science & Education, 11, 1-24.   DOI
51 Magnani, L., 2001, Abduction, reason, and science: Process of discovery and explanation. Kluwer Academic/Plenum Publishers, New York.
52 Lee, G., Kwon, B., 2010, Reasoning-based inquriy model embedded in earth science phenomena. The Journal of The Korean Earth Science Society, 31(2), 185-202. (in Korean)   DOI
53 Lee, K., 2008, Abduction and retroduction in social sciences. Society and History, 80, 287-321. (in Korean)
54 Maeng, S., Park, M., Lee, J., Kim, C., 2007, A case study of middle school students' abductive inference during a geological field excursion. Journal of the Korean Association for Science Education, 27, 818-831. (in Korean)
55 Manduca, C.A., Kastens, K.A., 2012, Geoscience and geoscientists, uniquely equipped to study Earth. Geological Society of America Special Papers, 486, 1-12.
56 Ministry of Education [MOE], 2015, 2015 Revised Curriculum -Science-. MOE, Seoul, Korea. (in Korean)