• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.70-70
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• 2010

이 연구의 목적은 귀추적 탐구 방법과 관련된 전략들을 적용하여 지구온난화에 관련되어 측정된 다양한 유형의 데이터를 관련된 사실, 원리, 법칙, 선행 연구 결과 등을 토대로 지구통합적인 관점과 지구계를 구성하는 요소들 간의 상호작용과 영향을 중심으로 재해석하고 이해하는 것이다. 지구과학(지구시스템과학)의 학문 성격, 최근 동향, 본성 및 탐구 대상의 특성에 대한 내용과 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법에 대해 학습한 후, 학생들은 인천 및 다양한 지역의 기상과 해양 자료 분석을 통하여 관찰되는 현상(결과)의 원인과 영향을 파악하는 연구 활동을 하였다. 이 과정에서 귀추적 탐구를 충분히 이해할 수 있도록, 과학 탐구에서 귀추적 탐구 방법을 사용하는 과학자들의 예시와 모의 활동을 통하여, 귀추적 탐구 방법에 사용되는 다양한 사고 전략(예, 데이터의 재구성 전략, 유추 전략, 개념적 결합 전략 등)에 대한 예시를 경험하였다. 학생들은 지구온난화에 관련되어 나타나는 현상(조사된 사항 포함)과 영향에 대해 지구시스템적으로 이해하고 재해석하기 위해 지구시스템을 구성하는 요소(예, 수권, 대기권)와 관련된 데이터 정보를 검색하고 수집하였다. 1) 지구시스템과 지구온난화에 대한 조사하고, 2) 지구온난화 및 기후변화의 변동성 확인한 후, 3) 지구온난화와 관련된 선행 연구 결과 분석하였다. 또한, 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법의 이해와 적용하는 과정에서 1) 지구 온난화 및 기후 변화의 실태 파악하고, 2) 인천 지역의 월별, 계절별 기온 변화 분석 및 경향 조사(탐색: 연구문제 규명)한 후, 3) 인천과 속초 지역의 기온, 수온의 변화 추이 및 분석 (조사: 원인 조사 과정)하였다. 4) 속초 지역의 평균해면기압변화 추이 및 분석한 후, 그 결과를 토대로 5) 문헌조사 및 선행연구 결과 분석을 통한 지구 온난화의 영향을 미치는 요인 재검토 및 확인(선택 및 설명)하여, 6) 인천지역과 속초지역의 지구온난화 원인 분석 및 문제점 보완(설명)하기 위해 7) 겨울철 지구온난화가 더 심각한지 부산지역과 포항지역의 자료 분석을 통하여 연구 결과 내용의 보완 (추가 조사 및 설명)한 후, 8) 분석 결과 및 해석 내용을 전문가와 상담 실시하였다. 이 연구는 연구를 진행하면서 얻은 결과를 교육적 측면에서 다시 정리해 보면 다음과 같다. 우선, 학생들의 지구환경적 문제 해결 과정에서 귀추적 탐구 방법을 활용한 문제 해결 능력을 향상시켰다. 아울러, 지구과학의 탐구 본성, 최근 동향, 탐구대상의 특성 등의 학습을 통해 지구과학도로서의 기본적인 소양과 자질 향상에 기여하였으며, 사회과학의 연구방법을 순수과학연구에 접목하여 과학자로서의 문제해결 능력과 시스템 사고력을 향상시켰다.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.586-601
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• 2008

The purpose of this study was to identify the scientists' abductive reasoning in three stages of hypothetical-deductive inquiry process; generating hypothesis, designing, and interpreting data and to suggest new analytic coding frames on abductive reasoning in each of the stages. For this purpose, the interview protocols collected through in-depth interviews with eight scientists were analyzed by the early frame with sub-elements derived from the literature reviews. The need of a new frame of analysis beyond the previously established elements arose from the result of this analysis because the processes of abductive reasoning were found in all three stages. Based on scientists' interview data, this study then designed a new frame of analytic coding frames on the abductive reasoning in each of the stages. The content validity index from four experts was 0.90, and these frames showed a good fit to analyze the scientists' real process of abduction in three stages of hypothetical-deductive inquiry process.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.551-561
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• 2016

The purpose of this study is to investigate both theoretically and empirically the roles of models in abductive reasoning for scientific problem solving. The context of the study is design-based research the goal of which is to develop inquiry learning programs in the domain of earth science, and the current article dealt with an early process of redesigning an abductive inquiry activity in geology. In the theoretical study, an extensive review was conducted with the literature addressing abduction and modeling together as research methods characterizing earth science. The result led to a tentative scheme for modeling-based abductive inference, which represented relationships among evidence, resource models, and explanatory models. This scheme was improved by the empirical study in which experts' reasoning for solving a geological problem was analyzed. The new scheme included the roles of critical evidence, critical resource models, and a scientifically sound explanatory model. Pedagogical implications for the support of student reasoning in modeling-based abductive inquiry in earth science was discussed.

• 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 earth science society
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• v.41 no.5
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• pp.531-554
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• 2020

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.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.901-919
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• 2011

The purpose of this study was to analyze abductive reasoning on the inquiry of scientists and elementary school gifted children in science. Subjects for this study were eight scientists and eight elementary school gifted children in science studying in the Academy of Gifted Child Education in Science affiliated with Seoul National University of Education. As a result, abductive reasoning on the scientific inquiry of scientists and gifted children showed the three stages of generating hypotheses, designing the experiments, and interpreting the results. The abductive reasoning in each stage characterized the five types as complex abduction, analogical abduction, observation-based abduction, logic-based abduction, selective abduction. The sub-reasoning process of the abductive reasoning of gifted children in science differed in some ways from that of scientists. First, for most scientists, representing a method or representing a casual explican appeared after searching for the characteristics of variables but for gifted children in science, searching for the characteristics of variables appeared after representing a method. Second, scientists tend to rely on logic-based abduction but gifted children in science tend to rely on observationbased abduction. Third, scientists reason by the similar rate in three steps: generating the hypothesis, designing the experience, interpreting the results. On the other hand, most gifted children in science reason about designing the experience.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.465-481
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• 2017

This study is a research synthesis analyzing how field geology education is conducted in domestic and foreign countries in the recent 20 years and how it reflects the characteristics of authentic geologic inquiry. For these purposes, we first drew five elements of inquiry in field geology (observation, representation, abductive reasoning, spatial thinking, and diachronic thinking) considering the field geologists' actual research method as well as its pedagogical significance in science education. We developed analysis criteria for field geology education. The 53 cases were analyzed based on each element of inquiry in field geology and its sub-elements, and also the tendency of overall elements. As a result, observation and representation were included in most cases, but there appeared less frequency in order of abductive reasoning, spatial thinking, and diachronic thinking. For observation, the ratio of purposive observation and autonomous observation is high. For representation, both visualizing and linguistic type of representation and free-form representation appear frequently. For abductive reasoning, the step of generating hypothesis is often included and the hypothesis tends to be about the geological formatting process. For spatial thinking, type of self-location and perception of the spatial configuration of the structure appear at a high rate. For diachronic thinking, type of stratigraphic sequence is the most frequent. The proportions of the cases including three or more elements of inquiry in field geology consist 87% of the total. We suggested implications for improving geological fieldwork as authentic science inquiry in the future.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• 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.