Abduction as a Mode of Inference in Science Education

Autores
Aduriz Bravo, Agustin; Sans Pinillos, Alger
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The central argument of this article is that abduction as a “mode of inference” is a key element in the nature of scientists’ science and should consequently be introduced in school science. Abduction generally understood as generation and selection of hypotheses permits to articulate the classical scientific contexts of discovery and justification and provides educational insights into scientific methodology, this being a particularly important issue in science teaching. However, abductive reasoning has been marginally treated in the philosophy of science until relatively recently; accordingly, we deem it important to perform an “archaeology” of the concept that considers C. S. Peirce’s seminal contributions. We also choose to review contemporary treatments in order to recognise useful classifications to support more meaningful ways of teaching science and the nature of science. An elucidation of the participation of abductive inferences in knowledge construction seems necessary for us to derive conceptual input for the understanding and design of explanations in school science. Some prospective examples of “school scientific abduction” are discussed in the article through the lens of the results of our theoretical analysis.
Fil: Aduriz Bravo, Agustin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Sans Pinillos, Alger. Universita degli Studi di Pavia; Italia
Materia
ABDUCTIVE REASONING
MODES OF INFERENCE
ARCHAELOGY & EPISTEMICS OF ABDUCTION
SCIENCE EDUCATION
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/215313
Acceder
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spelling Abduction as a Mode of Inference in Science EducationAduriz Bravo, AgustinSans Pinillos, AlgerABDUCTIVE REASONINGMODES OF INFERENCEARCHAELOGY & EPISTEMICS OF ABDUCTIONSCIENCE EDUCATIONhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The central argument of this article is that abduction as a “mode of inference” is a key element in the nature of scientists’ science and should consequently be introduced in school science. Abduction generally understood as generation and selection of hypotheses permits to articulate the classical scientific contexts of discovery and justification and provides educational insights into scientific methodology, this being a particularly important issue in science teaching. However, abductive reasoning has been marginally treated in the philosophy of science until relatively recently; accordingly, we deem it important to perform an “archaeology” of the concept that considers C. S. Peirce’s seminal contributions. We also choose to review contemporary treatments in order to recognise useful classifications to support more meaningful ways of teaching science and the nature of science. An elucidation of the participation of abductive inferences in knowledge construction seems necessary for us to derive conceptual input for the understanding and design of explanations in school science. Some prospective examples of “school scientific abduction” are discussed in the article through the lens of the results of our theoretical analysis.Fil: Aduriz Bravo, Agustin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Sans Pinillos, Alger. Universita degli Studi di Pavia; ItaliaSpringer2022-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/215313Aduriz Bravo, Agustin; Sans Pinillos, Alger; Abduction as a Mode of Inference in Science Education; Springer; Science & Education (Dordrecht); 32; 4; 8-2022; 993-10200926-7220CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s11191-022-00366-8#:~:text=Abduction%20generally%20understood%20as%20generation,important%20issue%20in%20science%20teaching.info:eu-repo/semantics/altIdentifier/doi/10.1007/s11191-022-00366-8info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T14:28:14Zoai:ri.conicet.gov.ar:11336/215313instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 14:28:14.742CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Abduction as a Mode of Inference in Science Education
title Abduction as a Mode of Inference in Science Education
spellingShingle Abduction as a Mode of Inference in Science Education
Aduriz Bravo, Agustin
ABDUCTIVE REASONING
MODES OF INFERENCE
ARCHAELOGY & EPISTEMICS OF ABDUCTION
SCIENCE EDUCATION
title_short Abduction as a Mode of Inference in Science Education
title_full Abduction as a Mode of Inference in Science Education
title_fullStr Abduction as a Mode of Inference in Science Education
title_full_unstemmed Abduction as a Mode of Inference in Science Education
title_sort Abduction as a Mode of Inference in Science Education
dc.creator.none.fl_str_mv Aduriz Bravo, Agustin
Sans Pinillos, Alger
author Aduriz Bravo, Agustin
author_facet Aduriz Bravo, Agustin
Sans Pinillos, Alger
author_role author
author2 Sans Pinillos, Alger
author2_role author
dc.subject.none.fl_str_mv ABDUCTIVE REASONING
MODES OF INFERENCE
ARCHAELOGY & EPISTEMICS OF ABDUCTION
SCIENCE EDUCATION
topic ABDUCTIVE REASONING
MODES OF INFERENCE
ARCHAELOGY & EPISTEMICS OF ABDUCTION
SCIENCE EDUCATION
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The central argument of this article is that abduction as a “mode of inference” is a key element in the nature of scientists’ science and should consequently be introduced in school science. Abduction generally understood as generation and selection of hypotheses permits to articulate the classical scientific contexts of discovery and justification and provides educational insights into scientific methodology, this being a particularly important issue in science teaching. However, abductive reasoning has been marginally treated in the philosophy of science until relatively recently; accordingly, we deem it important to perform an “archaeology” of the concept that considers C. S. Peirce’s seminal contributions. We also choose to review contemporary treatments in order to recognise useful classifications to support more meaningful ways of teaching science and the nature of science. An elucidation of the participation of abductive inferences in knowledge construction seems necessary for us to derive conceptual input for the understanding and design of explanations in school science. Some prospective examples of “school scientific abduction” are discussed in the article through the lens of the results of our theoretical analysis.
Fil: Aduriz Bravo, Agustin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Sans Pinillos, Alger. Universita degli Studi di Pavia; Italia
description The central argument of this article is that abduction as a “mode of inference” is a key element in the nature of scientists’ science and should consequently be introduced in school science. Abduction generally understood as generation and selection of hypotheses permits to articulate the classical scientific contexts of discovery and justification and provides educational insights into scientific methodology, this being a particularly important issue in science teaching. However, abductive reasoning has been marginally treated in the philosophy of science until relatively recently; accordingly, we deem it important to perform an “archaeology” of the concept that considers C. S. Peirce’s seminal contributions. We also choose to review contemporary treatments in order to recognise useful classifications to support more meaningful ways of teaching science and the nature of science. An elucidation of the participation of abductive inferences in knowledge construction seems necessary for us to derive conceptual input for the understanding and design of explanations in school science. Some prospective examples of “school scientific abduction” are discussed in the article through the lens of the results of our theoretical analysis.
publishDate 2022
dc.date.none.fl_str_mv 2022-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/215313
Aduriz Bravo, Agustin; Sans Pinillos, Alger; Abduction as a Mode of Inference in Science Education; Springer; Science & Education (Dordrecht); 32; 4; 8-2022; 993-1020
0926-7220
CONICET Digital
CONICET
url http://hdl.handle.net/11336/215313
identifier_str_mv Aduriz Bravo, Agustin; Sans Pinillos, Alger; Abduction as a Mode of Inference in Science Education; Springer; Science & Education (Dordrecht); 32; 4; 8-2022; 993-1020
0926-7220
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://link.springer.com/article/10.1007/s11191-022-00366-8#:~:text=Abduction%20generally%20understood%20as%20generation,important%20issue%20in%20science%20teaching.
info:eu-repo/semantics/altIdentifier/doi/10.1007/s11191-022-00366-8
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
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instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.22299

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