Basic Inferences of Scientific Reasoning, Argumentation, and Discovery

Autor/in	Lawson, Anton E.
Titel	Basic Inferences of Scientific Reasoning, Argumentation, and Discovery
Quelle	In: Science Education, 94 (2010) 2, S.336-364 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Persuasive Discourse; Scientific Literacy; Inferences; Science Instruction; Thinking Skills; Teaching Models; Case Studies; History; Teaching Methods; Theories; Observation; Discovery Learning + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Inference; Inferenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Lehrmodell; Case study; Fallstudie; Case Study; Geschichte; Geschichtsdarstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Beobachtung; Entdeckendes Lernen
Abstract	Helping students better understand how scientists reason and argue to draw scientific conclusions has long been viewed as a critical component of scientific literacy, thus remains a central goal of science instruction. However, differences of opinion persist regarding the nature of scientific reasoning, argumentation, and discovery. Accordingly, the primary goal of this paper is to employ the inferences of abduction, retroduction, deduction, and induction to introduce a pattern of scientific reasoning, argumentation, and discovery that is postulated to be universal, thus can serve as an instructional framework to improve student reasoning and argumentative skills. The paper first analyzes three varied and presumably representative case histories in terms of the four inferences (i.e., Galileo's discovery of Jupiter's moons, Rosemary and Peter Grants' research on Darwin's finches, and Marshall Nirenberg's Nobel Prize-winning research on genetic coding). Each case history reveals a pattern of reasoning and argumentation used during explanation testing that can be summarized in an "If/then/Therefore" form. The paper then summarizes additional cases also exemplary of the form. Implications of the resulting theory are discussed in terms of improving the quality of research and classroom instruction. (Contains 1 figure, 2 tables, and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10