Nature of Science

Heering, Peter; Kremer, Kerstin

doi:10.1007/978-3-662-56320-5_7

Cited by 16 publications

(12 citation statements)

References 25 publications

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“…Explicating the role of induction when encountering a phenomenon, the role of abduction in model construction, and the role of deduction in model application supports Lehrer and Schauble's suggestion to consider modeling as the "signature practice of science" [60]. In this way, the prominent position of induction and deduction within the hypothetico-deductive approach might be expanded by integrating abductive reasoning in the classroom, with implications for Nature of Science perspectives [8,61]. It is necessary to further reflect on the role of abduction for gaining new knowledge and to answer the question whether abductive reasoning is underrepresented compared to induction and deduction in the hypothetico-deductive approach [62,63].…”

Section: Discussionmentioning

confidence: 72%

Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence

2021

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While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeling competence theoretically describes competence levels structuring the modeling process into model construction and model application. The aim of this theoretical paper is to extend the framework for modeling competence by including abductive reasoning, with impact on the whole modeling process. Abductive reasoning can be understood as knowledge expanding in the process of model construction. In combination with deductive reasoning in model application, such inferences might enrich modeling processes. Abductive reasoning to explain a phenomenon from the best fitting guess is important for model construction and may foster the deduction of hypotheses from the model and further testing them empirically. Recent studies and examples of learners’ performance in modeling processes support abductive reasoning being a part of modeling competence within scientific reasoning. The extended framework can be used for teaching and learning to foster scientific reasoning competences within modeling processes.

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Section: Discussionmentioning

confidence: 72%

Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence

2021

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“…The study is part of a larger project, which aims to identify and differentiate a NOS conceptualization to describe both discipline‐general and biology‐specific NOS categories. Thus, the project contributes to the extension of current NOS knowledge for the field of science education (Erduran & Dagher, 2014a; Heering & Kremer, 2018; Vesterinen et al, 2013). It aims at a systematic, empirical analysis of the FRA as provided by Erduran and Dagher (2014a; see van Dijk, 2011) and, thus, its target is an extension of the discipline‐general NOS conceptualization in terms of biology‐specific NOS characteristics.…”

Section: Aim and Research Questionsmentioning

confidence: 99%

“…The FRA includes categories, which are important in science philosophy, and which have similarities with the aspects of the discipline-general NOS conceptualization, the demands of official curricula (McComas & Olson, 2002), and experts' conceptions (e.g., Osborne et al, 2003). It is emphasized that the FRA can be significant in terms of the question as to what NOS content students should fundamentally understand to make informed choices as citizens in a science and technology-driven society (Heering & Kremer, 2018).…”

Section: A Holistic Conceptualization Of Nosmentioning

confidence: 99%

Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach

Reinisch

Fricke

2022

Science Education

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Previous research about the presence of nature of science (NOS) within science textbooks has been found to be lacking in sufficient coverage. However, given the shift in how scholars conceive of NOS, the shortcomings may not be present in the textbooks but rather in the NOS frameworks used to analyze textbooks. Whereas traditional NOS has taken a more generalized approach to describing scientific practices, the family resemblance approach (FRA) to NOS recognizes variability in the scientific disciplines as reported by practicing scientists as well as philosophers and historians of science. Instead of suggesting that NOS can be applied equally in educational settings to all scientific disciplines, the FRA accounts for cognitive-epistemic and social-instructional conceptual elements which more authentically represent science. This study sought to evaluate textbooks using this more recent NOS conceptualization to explore the potential range of NOS aspects.Using the proposed FRA categories, seven German biology textbooks were analyzed with qualitative content analysis.The combination of cognitive-epistemic and socialinstitutional systems of science revealed that the FRA

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“…B. Heering & Kremer, 2017;Michel & Neumann, 2016) aus der naturwissenschaftsdidaktischen Forschung deutlich: Dabei bezieht sich "Nature of Science" auf die "epistemology of science, science as a way of knowing, or the values and beliefs inherent to scientific knowledge or the development of scientific knowledge" (Lederman, 2006, S. 303). Im Gegensatz zu dem Konstrukt "epistemologische Überzeugungen", das in den Bereich der Beliefs zu verorten ist (vgl.…”

Section: Wissenschaftspropädeutikunclassified

“…B. Chen, 2006;Heering & Kremer, 2017;Lederman et al, 2002;Urhahne & Hopf, 2004) sowie Arbeiten zur Natur der Mathematik (z. B. Woltron, 2020 mit größtenteils offenen Items) herangezogen.…”

Section: Testkonzeption -Aufbau Und -Erprobungunclassified

Das Fach Mathematik in der gymnasialen Oberstufe

2022

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Die gymnasiale Oberstufe erfuhr in den letzten Jahrzehnten einen stetigen Zulauf, sodass die Abiturientenquote eines Altersjahrgangs heutzutage etwa 40 Prozent beträgt. Dadurch nimmt die gymnasiale Oberstufe einen immer bedeutenderen Platz im institutionalisierten schulischen Bildungsangebot ein, weswegen eine (erneute) wissenschaftliche Auseinandersetzung mit den Bildungszielen und den Wirkungen des Unterrichts in der gymnasialen Oberstufe sinnvoll erscheint. Vor diesem Hintergrund widmet sich dieser Sammelband aus einer fachbezogenen Perspektive dem „Fach Mathematik in der gymnasialen Oberstufe“. Hierzu wird den Fragen nachgegangen, welchen Beitrag das Fach Mathematik für die Trias der Bildungsziele (Vertiefte Allgemeinbildung, Wissenschaftspropädeutik und Studierfähigkeit) leisten kann, welche empirischen Ergebnisse zu mathematikspezifischen Bildungszielen und zum Mathematikunterricht in der gymnasialen Oberstufe vorliegen und wie das Fach Mathematik in der Upper Secondary School in anderen europäischen Ländern gestaltet ist. Abgerundet wird der Sammelband durch drei Diskussionsbeiträge aus unterschiedlichen wissenschaftlichen Perspektiven.

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Nature of Science

Cited by 16 publications

References 25 publications

Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence

Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence

Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach

Das Fach Mathematik in der gymnasialen Oberstufe

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