• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.217-241
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• 2009

This study was to examine the generative process, contents and normative practice of social workers practice knowledge and grope the suggestion for the reconstruction of social work knowledge. The authors approched with reflective narrative method, Data were collected from six social workers who have engaged in social work. As result, when they have confronted unaccountable phenomenon they generated knowledge through self - reflection and these confirmed, reproduced through normative practice. The researchers proposed the abduction resoning form for the knowledge development method in social work practice field, the reinforcement of human studies in social workers educational process, reconstruction of the network practice.

• Journal of Korean Medical classics
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• v.32 no.2
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• pp.1-16
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• 2019

Objectives : In this paper, characteristics of research methodology used in the field of Korean Medical Classics and its application was studied, with a focus on abductive reasoning that takes place in such methodology. Methods : First, the properties of the Korean Medical knowledge system, production, circulation and consumption of Korean Medical knowledge, methodology of knowledge production, reasoning of hypothesis, Medical Classics research methodology and its examples were examined. Afterwards, the relationship between Medical Classics research and Korean Medical Doctors's competence was studied. Results : The knowledge system of Korean Medicine, formed by a knowledge production group changes continuously not unlike a living organism. Knowledge is produced through Sang (象) within human consciousness that lies in an existential relationship between the knowledge producer and subject, through means of abductive reasoning. Conclusions : Creative knowledge production through abductive reasoning in the field of Korean Medical Classics will hopefully contribute to production of highly useful knowledge in clinical settings, complement and make change in the current Korean Medical knowledge system. Various teaching methods based on this research methodology will contribute to strengthening Korean Medical Doctors's competence as well.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.367-378
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• 2007

The purpose of this study is to investigate the features of science language in Earth science textbooks and Earth science research articles. We examined two Earth science textbooks and two Earth science articles using the taxonomy of scientific words, the text structure analysis of explanations, the analysis of conjunctive relations and reasoning, and the function of conjunction. The results showed that school science language revealed in Earth science textbooks had high proportion of naming words and the text structures in which definition/exemplification structure and description structure were dominant. Also, internal relations that showed additional arrangement rather than logical inference, were predominant in Earth science textbooks. However, scientists' science language revealed in the Earth science articles had more proportion of process words and concept words than the Earth science textbooks and the schematic structure of explanation texts, such as orientation - implication sequence - conclusion. In addition, the text structures in each sentences of implication -sequence showed cause/effect or problem-solving after description structures. Also each sentences expressed causal or abductive reasoning through the internal relations using verbs or adverbial inflection. It is necessary that we bridge the gap between the two languages for students' authentic use of science language. For the bridging, we propose "interlanguage", which mediates between school science language and scientists' language.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.770-787
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• 2011

The purpose of this study was to analyze science-gifted students' knowledge-generation processes by analyzing students' inquiry journal. As a result, first, science-gifted students showed various knowledge-generation processes, but they were limited to inductive thinking and abductive thinking, and their thinking processes were very simple. Second, most of the knowledge-generation processes of science gifted were simple, repetitive and diagrammatic processes because of observation and empirical situation of a limited scope. And a simple and repetitive diagram was generated by a simple variable selection and design, observation in limited scope, unbiased intervention by subjective thinking, and absence of exploration or finding errors. And they showed often a logical leap of reasoning.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.785-797
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• 2010

This study identified the linguistic features of Earth science treatises through the analysis of the register. Data included three Korean treatises that were in geology, atmospheric science, and oceanography. The register of Earth science treatise was as follows: First, there were semantic, referential connections between Themes and Rhemes, that the messages and main points of the texts were expressed coherently and cohesively. Second, some predicates were used which were related to deductive inference, abductive inferences, or causal relation according to the genre elements of each text. The logical relations were not represented by the conjunctions but by the types of predicates. Third, most texts in the treatises showed interpersonally weak relationship using mental predicates related to possibilities, which meant scientists expressed indirectly their interpretation, explanation, or arguments. From these results, we argued that some activities of unpacking the language of science be included in science curriculum in order to improve students' literacy of science texts and understanding scientists' knowledge construction.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.235-253
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• 2017

The purpose of this study is to compare by learner groups(K-12, geology-related majoring students, science teachers) how geologic fieldwork education cases in domestic and foreign papers for recent 20 years reflect the elements of inquiry in field geology. The total number of analyzed cases is 53(58 for double counting), and the analysis was conducted on the elements of inquiry in field geology and their sub-element. As a result, there was a clear difference between the cases of geologic fieldwork education for K-12 and college students majoring in geology-related disciplines, in the way of reflecting elements of inquiry in field geology. Because most of K-12 target fieldworks were designed based on the curriculum, it mainly included 2-3 elements of observations, representations, and/or abductive reasoning. On the other hand, because fieldworks for geology-related major students aim to train geologic experts, it diversely contained four or five of the elements of inquiry in field geology, including spatial thinking and diachronic thinking in a high proportion, and also frequently used activities that require specialized skills such as geological mapping. Fieldworks for science teachers were found to have mixed features of K-12 and geology-related major students. Considering the diversity of included inquiry elements, similarities with the activities performed by geologists, and the autonomy of learners, it was analyzed that geologic fieldwork for geology-related major students was more close to authentic geologic inquiry than fieldwork for others. Based on the results of this study, we suggested implications for improving geological fieldwork as authentic science inquiry.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.37-49
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• 2007

The purpose of this study was to classify the logical forms of scientific explanations provided by teachers in secondary earth science classrooms, to examine the characteristics of the scientific explanations in different forms, and to identify the roles of the teacher and students in discursive practices for scientific explanations. Data came from the earth science teachers who participated in overseas teacher in-service programs in the years 2003 and 2004. A total of 18 video-taped lessons and their verbatim transcriptions were analyzed. The result showed that deductive-nomological explanations occurred most frequently in earth science classrooms and that the deductive-nomological model was well-suited to those problems for which there existed firmly established scientific laws or principles to construct scientific explanations. However, abductive explanations were presented when the classes dealt with retrodictive tasks of earth science. The statistical-probabilistic and statistical-relevance models were also employed in explaining weather proverbs and unusual changes of weather, respectively. Most of the scientific explanations were completed through the teachers' monologic utterances, and students assumed passive roles in discursive practices for developing scientific explanations. Implications for science lessons and science education research were discussed.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.80-80
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.

• Korean Journal of Cognitive Science
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• v.13 no.4
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• pp.81-90
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• 2002

The main thesis of this article is that the decisive point of creativity education is the cultivation of critical thinking capability. Although the narrow conception of creativity as divergent thinking is not subsumed under that of critical thinking, the role of divergent thinking is not so crucial in the science context of creative problem-solving. On the contrary, the broad conception of creativity as focusing on the reference to utility and the third conception of creativity as a process based on the variation and combination of existing pieces of information are crucial in creative problem-solving context, which are yet subsumed under that of critical thinking. The emphasis on critical thinking education is connected with the characteristics of contemporary knowledge-based society. This rapidly changing society requires situation-adaptive or situation-sensitive cognitive ability, whose core is critical thinking capability. Hence, the education of critical thinking is to be centered on the learning of blowing-how and procedural knowledge but not of knowing-that and declarative knowledge. Accordingly, the learning of critical thinking is to be headed towards the cultivation of competence but not just of performance. In conclusion, when a rational problem-solving through critical and logical thinking turns out consequently to be novel, we call it creative thinking. So, creativity is an emergent property based on critical and logical thinking.