• Journal of Korean Elementary Science Education
• /
• v.37 no.4
• /
• pp.372-390
• /
• 2018

The purpose of this research is to know the scientific reasoning ability of elementary students. In order to find it, 320 elementary students wrote a report about germination of the 700 or 2,000 years old seeds. Their writings were analyzed by scientific writing analysis frameworks, Scientific Reasoning Types and Scientific Reasoning Level Criteria developed by Lim (2018). Minto Pyramid Principles was used to show statements and relations of statements related to scientific reasoning. This paper showed scientific reasoning statements of elementary students about germination of seeds. The characteristics of scientific reasoning of elementary students were as follows. In the process of logical writing by the types of scientific reasoning, many students showed various characteristics and different levels. In the writings based on inductive reasoning, they did not distinguish between common features and differences of cases, and did not derive the rules based on common features and differences of the cases. In the writings based on deductive reasoning, there were cases where the major premise corresponding to the principle or rule was omitted and only the phenomenon was described, or the rule was presented but not connected with the case. In the writings based on abductive reasoning, the ability to selectively use the background knowledge related to the question situation was not sufficient, and borrowing of similar background knowledge, which was commonly used in other situations, was very rare.

• Journal of The Korean Association For Science Education
• /
• v.28 no.8
• /
• pp.786-795
• /
• 2008

The purpose of this research is to propose a program for teaching and learning effective problem-solving for gifted students based on abductive inference. The role of abductive inference is important for scientific discoveries and creative inferences in problem-solving processes. The characteristics of creativity and abductive inference were investigated, and the following were discussed: (a) a suggestion for a new program based on abductive inference for creative outcomes, this program largely consists of two phases: generative hypotheses and confirmative hypotheses, (b) a survey of the validity of a program. It is typical that hypotheses are confirmed in phases through experiments based on hypothetic deductive methodology. However, because generative hypotheses of this hypothetic deductive methodology are not manifest, we maintained that abductive inference strategies must be used in a Creative Teaching-learning Program for gifted science students.

• Journal of The Korean Association For Science Education
• /
• v.24 no.3
• /
• pp.556-564
• /
• 2004

Two biology modules were developed previously for the purpose of improving creativity and scientific thinking of secondary school students. A hypothetical-deductive experimental procedure was reflected in the module when students themselves can perform a series of activities of making hypothesis and designing an experiment to solve the questions. They followed a series of scientific processes to determine some characteristics regarding plant pigments and the transport process of materials in living organisms. Four classes of 9th graders in'S' Science High School were divided into the experimental and the control group. The same contents of the modules were taught to the control group by the traditional experimental way. The students' creativity, scientific thinking, scientific inquiry skill and knowledge achievement were examined before and after the interventions. As results, the experimental groups showed more significant improvement on the areas of the students' creativity, scientific thinking, scientific inquiry skill and achievement than the control groups. Results indicated that the specially designed modules in terms of hypothetical-deductive experimental procedure were effective to improve science high school students' creativity and scientific thinking abilities.

• Journal of Korean Elementary Science Education
• /
• v.42 no.1
• /
• pp.109-126
• /
• 2023

In this study, I took the evidence-explanation (E-E) continuum perspective to examine the epistemological implications of scientific reasoning cases designed by preservice elementary teachers during their simulation teaching. The participants were four preservice teachers who conducted simulation instruction on the seasons and high/low air pressure and wind. The selected discourse episodes, which included cases of inductive, deductive, or abductive reasoning, were analyzed for their epistemological implications-specifically, the role played by the reasoning cases in the E-E continuum. The two preservice teachers conducting seasons classes used hypothetical-deductive reasoning when they identified evidence by comparing student-group data and tested a hypothesis by comparing the evidence with the hypothetical statement. However, they did not adopt explicit reasoning for creating the hypothesis or constructing a model from the evidence. The two preservice teachers conducting air pressure and wind classes applied inductive reasoning to find evidence by summarizing the student-group data and adopted linear logic-structured deductive reasoning to construct the final explanation. In teaching similar topics, the preservice teachers showed similar epistemic processes in their scientific reasoning cases. However, the epistemological implications of the instruction were not similar in terms of the E-E continuum. In addition, except in one case, the teachers were neither good at abductive reasoning for creating a hypothesis or an explanatory model, nor good at using reasoning to construct a model from the evidence. The E-E continuum helps in examining the epistemological implications of scientific reasoning and can be an alternative way of transmitting scientific reasoning.

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

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.88-98
• /
• 2006

The purpose of this study was to analyze the process of scientists' science knowledge generation by employing four creative scientists as participants. Raw protocols were collected by an intensive interview method and then analyzed by a psychological modelling procedure. The present study showed that the process of knowledge generation divided into the processes of inductive, abductive, and deductive thinking. Furthermore, the inductive process in simple and operative observation was involved in the processes of generating a question, conjecture/prediction, designing an operational method, operation, and simple observation. Also, the abductive process had two components; question generation, and hypothesis generation which consisted of analyzing questions, searching explicans, and constructing hypothesis. Finally, the deductive process involved inventing abstract test methods, inventing abstract criteria, inventing concrete test methods, inventing concrete criteria, collecting results, and evaluating hypotheses and stating conclusions.

• Honam Mathematical Journal
• /
• v.33 no.4
• /
• pp.535-546
• /
• 2011

Using $\mathcal{N}$-structures, the notion of an $\mathcal{N}$-ideal in a prelogic is introduced. Characterizations of an $\mathcal{N}$-ideal are discussed. Conditions for an $\mathcal{N}$-structure to be an $\mathcal{N}$-ideal are provided.

• Journal of the Korean housing association
• /
• v.8 no.3
• /
• pp.49-58
• /
• 1997

This Study is to divide aspects broadly that can be suggested with eyes to contemporary issues through assertions of contemporary theorists. verify those on case studies. and search for criteria on the framework of composition on expression of contemporary architecture. As the proposal of this study. the unified approach through a deductive and inductive study in the light of humanism and design creativity can establish the built environment considering human-centered architecture.

• Communications of the Korean Mathematical Society
• /
• v.19 no.2
• /
• pp.219-232
• /
• 2004

We study relationships between closure operators and BL-algebras. We investigate the properties of closure operators and BL-homomorphisms on BL-algebras. We show that the image of a closure operator on a BL-algebra is isomorphic to a quotient BL-algebra.

• Korean Journal of Remote Sensing
• /
• v.3 no.2
• /
• pp.115-119
• /
• 1987

After the introduction of the topologically structured geographic information system(GIS) with relational DBMS, the attribute data can be handled without considering locational data. By utilzing of the characteristic of the relational DBMS, it can be used as an expert system building tool in GIS. The relational DBMS of the GIS furnishes the data needed to perform deductive functions of the expert system, and the rule based approach provides the decision rules. Therefore, rule based approach with the expert judgement can be easily combined with relational DBMS.