Inquiry as Inquiry: A Logic of Scientific Discovery

Hintikka, Jaakko

doi:10.1007/978-94-015-9313-7

Cited by 118 publications

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“…However, a theoretical explanation may have more significant influence on advancement of one's conceptual understanding when it is adopted in a process of inquiry and provides an understandable answer to an agent's own research question. Hakkarainen and Sintonen (2002) argued that in an appropriate environment, it is entirely possible with computer-support for collaborative learning for young students to engage in a sophisticated interrogative process of inquiry (Hintikka, 1999) analogous to scientific inquiry. In pragmatic problem-solving situations, an agent has to start generating questions and theories before all necessary information is available.…”

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confidence: 99%

“…As a consequence, the process of inquiry often has to start with initially general and unspecific questions and tentative working theories. The agent tries to solve the initial big question through using his or her existing knowledge and new information that provide answers to a series of subordinate questions (Hintikka, 1985(Hintikka, , 1999. According to the model, this kind of theory may function as a tool of inquiry despite gaps, weaknesses, unclarities, and other limitations.…”

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Progressive inquiry in a computer‐supported biology class

2003

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The problem addressed in the study was whether 10-and 11-year-old children, collaborating within a computer-supported classroom, could engage in progressive inquiry that exhibits an essential principal feature of mature scientific inquiry: namely, engagement in increasingly deep levels of explanation. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environment (CSILE). The study was carried out by qualitatively analyzing written notes logged by 28 Grade 5/6 students to CSILE's database. Results of the study indicated that with teacher guidance, students were able to produce meaningful intuitive explanations about biological phenomena, guide this process by pursuing their own research questions, and engage in constructive peer interaction that helped them go beyond their intuitive explanations and toward theoretical scientific explanations. Expert evaluations by three widely recognized philosophers of science confirmed the progressive nature of students' inquiry. ß

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Progressive inquiry in a computer‐supported biology class

2003

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“…This view of logic goes back to Aristotle, who create syllogism-based and modal logic, Aristotle added the values "necessary" and "possible" for the premises [23]. Until recent times the understanding of an effective system for decision making was based on formal logic and statistics, but Braverman [21] was of the opinion that a real situation, regardless of its complexity, could be decomposed through a reduction process in its constitutive parts until any detailed level, and that adding the solutions of individual components would give as result the general solution, which is reached by means of a continuous application of logical reasoning.…”

Section: Logic Reasoning In Engineeringmentioning

confidence: 99%

“…Logic fallacies are common and catch permanently interest because human reasoning is prone to them [23], [25]. The findings of a set of logical reasoning experiments show that people make logical mistakes often and draw unnecessary conclusions, but laudable, based on their beliefs.…”

Section: Logic Reasoning In Engineeringmentioning

confidence: 99%

Knowledge in Engineering: A View from the Logical Reasoning

Serna¹,

Serna²

2015

IJCTE

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Abstract-It is accepted widely that the work performed by the engineers fundamentally consists in detecting, identifying and solving problems, but most of the educational systems and related subjects seem to ignore the need of educating students for the development of logical reasoning in order they can properly perform this function. This article reviews the concepts of logic, abstraction, problem solving and logical reasoning, which are described and analyzed like a functional need for engineering and its professional application, by considering the requirements of today's Information and Knowledge Society, and making a relation fitted to the educational processes of current and future engineers.Index Terms-Knowledge, logic, engineering, logical reasoning, problem solving. I. INTRODUCTIONThe work of engineers mainly consist in detecting, identifying and solving problems, but in this century, when the social evolution have leaded us towards the Information and Knowledge Society, this function has also become a comprehensive part of the work for most of professionals. Human beings lives in the middle of problems, from basic ones to the most complex, when these problems join together in social conglomerate they increase their complexity. This society, as never before through history, deal with complicated challenges that it must understand, analyze and solve to ensure its survival and to project the survival for the coming one [1].To meet this requirement the information systems must maintain a permanent communication with reality, in order to prepare the future professionals for they perform themselves properly when they face reality. This objective has a basic feature: the need for developing a logical thinking and a proper abstract interpretation, in order to achieve the efficient and effective solution of these problems. When educating engineers for the 21st Century this need is a basic component, because engineer"s performance will be greatly ruled by proper interpretation of problems even taking precedence over the solutions they give to them. Engineering practice can be described like giving practical and optimal solution to physical problems by means of a logical, systematic and comprehensive analysis of scientific facts. However, the number, the complexity and the lack of Manuscript received April 15, 2014; revised June 26, 2014. This work was supported by the Instituto Tecnologico Metropolitano (ITM), and the Instituto Antioqueño de Investigacion (IAI), in Medellin, Colombia.Edgar Serna M. is with the Instituto Tecnologico Metropolitano, Medellin, Colombia (e-mail: edgarserna@itm.edu.co).Alexei Serna A. is with the Instituto Antioqueño de Investigacion, Medellin, Colombia (e-mail: alexei.serna@iai.org). clarity of they are so wide that to achieve it sense and invariability must be added. These components are active parts of personal intuition, which is considered like an art completely related with logic sciences and abstraction. Sense is recognized like a component of engineering practice, because the ...

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“…Many prominent logicians, for example Nuel D. Belnap, Jaakko Hintikka or Johan van Benthem-to mention only a few-devoted books or their substantive chapters to the field. (See [1,[8][9][10], and [17], respectively.) The interest in the logic of questions is currently growing, as witnessed, for instance, by [2,[12][13][14], or the special issue of Synthese [6] published in 2015.…”

Section: Introductionmentioning

confidence: 99%

Deduction and Reduction Theorems for Inferential Erotetic Logic

Wiśniewski

2017

Stud Logica

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Abstract.The concepts of question evocation and erotetic implication play central role in Inferential Erotetic Logic. In this paper, deduction theorems for question evocation and erotetic implication are proven. Moreover, it is shown how question evocation by a finite non-empty set of declaratives can be reduced to question evocation by the empty set, and how erotetic implication based on a finite non-empty set of declaratives can be reduced to a relation between questions only.

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Inquiry as Inquiry: A Logic of Scientific Discovery

Cited by 118 publications

References 0 publications

Progressive inquiry in a computer‐supported biology class

Progressive inquiry in a computer‐supported biology class

Knowledge in Engineering: A View from the Logical Reasoning

Deduction and Reduction Theorems for Inferential Erotetic Logic

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