• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.126-140
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• 2006

The purpose of this study was to design a 'Form of Abduction' which is the 'guide form used in generating hypothesis through abduction', and to analyze the features of the hypotheses generated with the 'Form of Abduction' compared with those generated without any special guide form. Through a review of Peirce's literature regarding the meaning and frame of abduction, a 'Form of Abduction' was designed as a three step format as follows: (i) writing down what is doubted, (ii) wiling tentative explanations which replace what is doubted with what is believed, (iii) writing the tentative explanations as hypotheses. The thirty four pre-service elementary teachers were asked to generate hypotheses without a 'Form of Abduction' at first, and then were asked to do so again using the form. The results of analysing the features of the hypotheses were as follows: in the case of using a 'Form of Abduction', firstly, the types of misunderstanding or mis-adapting the meaning of hypothesis were found to be rare, and secondly, the types of 'giving explanation about the cause of problematic situations through analogical inferencing from the existing knowledge' were found to be double the rate of when no special guide form was used. In conclusion, the hypotheses generated with the 'Form of Abduction' had the features of satisfying the original meaning of hypothesis, i.e. 'explaining the cause of phenomenon and leading to knowledge expansion'. These results also showed that using a 'Form of Abduction', although its form was simple, could be a way of helping students generate hypothesis properly in science classes.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.546-558
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• 2006

The purpose of this study was to identify heuristically how abduction was used in a context of solving an earth-environmental problem. Thirty two groups of participants with different institutional backgrounds, i,e., inservice earth science teachers, preservice science teachers, and high school students, solved an open-ended earth-environmental problem and produced group texts in which their ways of solving the problem were written, The inferential processes in the texts were rearranged according to the syllogistic form of abduction and then analyzed iteratively so as to find thinking strategies used in the abductive reasoning. The result showed that abduction was employed in the process of solving the earth-environmental problem and that several thinking strategies were used for inferring rules from which abductive conclusions were drawn. The strategies found included data reconstruction, chained abduction, adapting novel information, model construction and manipulation, causal combination, elimination, case-based analogy, and existential strategy. It was suggested that abductive problems could be used to enhance students' thinking abilities and their understanding of the nature of earth science and earth-environmental problems.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.703-722
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• 2006

The purpose of this study is to investigate the characteristics of abduction suggested by C. S. Peirce, and to discuss its implications in science education. Peirce's abduction is the logic of generating hypothesis. Abduction is a kind of logical inference, which colligates general rule and the observed result, and then it makes us judge the observed result as a case of the general rule on the basis of their resemblance. The process of abduction is also the logic of inquiry. In a Peirce's view, inquiry is a struggle for escaping from the condition of 'doubt' and to 'belief the nature of which is the establishment of habits. Because what habit an object has is its whole meaning, in his views, the fixation of belief is the way of attaining the truth related to it. The beliefs of individuals, however, are always fallible. So, to attain a truth, we need the terminal opinion of community of inquiry that could conduct infinite inquiry. These characteristics of Peirce's abduction give suggestions in science education as follows; firstly, hypothesis generating which transforms the condition of 'doubt' into the 'belief by considering practical effects should be highlighted, secondly, logical inference which makes us judge the observed result as a case of the general rule on the basis of resemblance should be highlighted, and thirdly, communities of inquiry which stand on the view of modest realism should be intended toward. These results could be expected in playing a role in critical discussion on science education relating to abduction.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.10-21
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• 2009

The purpose of this research was to investigate science teachers' thoughts about hypotheses and rules related to the contents of ninth grade 'Construction of Matter' and 'Rules of Matter Change' chapters. The changes of their thoughts through experience of the abduction viewpoint were also analyzed. Twenty-two science teachers in the masters course took lessons and discussions related to the abduction viewpoint in the course of three weeks. The changes in thought of four teachers selected among them were investigated through individual interviews and their reports. From the investigation, it was found that the two teachers who had not recognized the problems of textbook content order could distinguish rules and hypotheses after the lessons and discussions. The two teachers who had recognized the problems before the lessons gained the abduction viewpoint through the lessons. They also recognized new opinions related to teaching styles for students and the meaning of the abduction viewpoint on education.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.507-518
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• 2008

The purpose of this study was to find out the difficulties of teaching the chapter on 'ight', experience of learning, teaching methods, and thinking types of 10 science teachers of the master's course in chemistry education. Discussion course for abduction thinking was carried out during 12 hours after the interview. Data were collected from individual interviews of 4 teachers among the 10 subjects and from the reports of the science teachers after the discussion course. From the data, it was found that most of the science teachers had suffered difficulty in teaching the chapter on light before the discussion course. Most of them had tried to teach drawing the path of light, but there was little teaching effect. Their teaching methods were similar to the method of what they had learned. During the course, the teachers recognized they could not see the path of light directly, and it needed inferring from image. From the abduction thinking, the teachers recognized the meaning of image and gained concrete methods in teaching students.

• The Korean Publising Journal, Monthly
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• s.152
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• pp.22-22
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• 1994

출판인 구속사태가 잇따르고 있다. 출판계에서는 문민정부 출범 이후 처음 있는 이같은 출판인 구속이 점차 그 범위가 확대되고 있는 게 아닌가 의아해 하고 있다. 특히 지난 4월 15일 대검찰청이 '좌익출판물에 대한 일제단속'을 전국 검찰과 경찰에 지시한 바 있어, 앞으로 출판물에 대한 국가보안법 적용이 어떤 식으로 진행될지 그 귀추가 주목된다.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.25-37
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• 2017

The purpose of this study is to analyze the effects on particulate concept formation based on abductive reasoning model for elementary science class. For this study, an author selected two groups in the sixth grade. One group is an ordinary textbook-based control group (N=26) and the other group is an abductive reasoning model-based treatment group (N=26). After twelve lessons, the scores of Concepts Test for Gas were analyzed by t-test and two-way ANOVA. The result of t-test showed both the control and treatment groups have higher score than before they take the lesson. But after the lesson, an author found out that the treatment group had higher score than that of the control group. And compared to the number of particles expressed, the number of the treatment group were higher than that of the control class. The two-way ANOVA result revealed that the interaction effect between their cognitive level and treatment was not significant. And regardless of the level of cognition, the scores of treatment group are higher than those of control group. Therefore, abductive reasoning model-based elementary science class were found to be more effective for particulate concept formation. Based on the results, an author concluded that abductive reasoning model is very effective in teaching particulate concepts to elementary students.

• Journal of the Korean earth science society
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• v.39 no.5
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• pp.501-515
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• 2018

In this study, the method of multiple working hypotheses (MMWH) as a method of earth scientific inquiry was applied in a context of abductive reasoning about the formation of a rock with a specific structure, and the characteristics of MMWH revealed in the reasoning process were explored. Participants were 31 senior undergraduate students enrolled in a course in a university of education. As part of the course, the participants performed abductive inquiry with multiple working hypotheses about the formation of a rock. The students were asked to record both the processes and results of their reasoning in sketchbooks. The content of the students' sketchbook reports was analyzed according to the principle of analytic induction. Results demonstrated four assertions. First, the participants' working hypotheses were suggested in the use of resource models, and the adaption of the resource models often occurred in this process. Second, the perceptual properties of evidence influenced the activation of the resource models. Third, the kinds of observed evidence and the different interpretations of evidence resulted into different judgments on working hypotheses. Fourth, sometimes new hypotheses were generated by the combination of alternative hypotheses. Implications of these findings for earth science education and relevant research were discussed.

• 월간 기계설비
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• no.12 s.197
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• pp.14-24
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• 2006

건설업계의 뜨거운 감자였던 건설산업기본법 개정안이 지난 11월 7일 국무회의에서 의결, 통과됨으로써 12월 5일 국회 건설교통위원회 법안심사소위원회 상정과 12월 6일 국회 건설교통위원회에서 의결을 앞두고 있다. 대한설비건설협회는 이번 건산법 개정에서 건교부가 주장하는 선진화된 건설생산체계 개선이 되기 위해서는 일반∙전문 겸업제한 폐지시 형평에 맞는 법개정이 되어야 한다고 일관되게 주장해 왔다. 즉“일반∙전문 겸업제한을 폐지할 경우 전문건설업자간의 공동도급 금지조항을 폐지하여 단순 복합공사의 원도급 입찰 참가자격 부여와 CM업을 활성화하여 CM에 의한 공종별 발주 등이 필요하다”고 주장했다. 건산법 개정안의 귀추가 주목되는 가운데 대한설비건설협회의 건산법 개정 추진현황을 게재한다.