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Related Concept Videos

Reasoning01:30

Reasoning

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Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
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Deductive reasoning, or deduction, is the type of logic used in hypothesis-based science. In deductive reasoning, the pattern of thinking moves in the opposite direction as compared to inductive reasoning, which means that it uses a general principle or law to predict specific results. From those general principles, a scientist can deduce and predict the specific results that would be valid as long as the general principles are valid.
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Problem-solving is the ability to apply general physical principles to specific situations, usually expressed by equations. It is an essential skill in physics, and can also be useful for applying physics in everyday life as well. Analytical skills and problem-solving abilities can be applied to new situations, compared to a list of facts, which can never be extensive enough to include every possible circumstance. To solve physics problems, a certain amount of creativity and insight is...
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Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
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Chemistry is an empirical science. Scientists often pose questions to understand the chemistry in everyday life and seek answers to these questions. To achieve this, scientists follow a definitive series of steps that together make up the Scientific Method. This approach involves making observations, asking questions, building a hypothesis, conducting experiments, analyzing results, and forming a conclusion. 
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A new framework for teaching scientific reasoning to students from application-oriented sciences.

Krist Vaesen1, Wybo Houkes1

  • 1Philosophy & Ethics, School of Innovation Sciences, Eindhoven University of Technology, P.O. Box 513, 5600 MB Eindhoven, The Netherlands.

European Journal for Philosophy of Science
|June 7, 2021
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Summary
This summary is machine-generated.

This study extends a model-based framework for teaching scientific reasoning. The enhanced model now includes reasoning in application-oriented practices, making it more effective for diverse science students.

Keywords:
Application-oriented researchEpistemic activitiesHypothesis-driven researchModel-based reasoningRonald GiereScience education

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Area of Science:

  • Science Education
  • Philosophy of Science

Background:

  • Ronald Giere's model-based framework offers an alternative to traditional statement-based approaches for teaching scientific reasoning.
  • Model-based reasoning is effective for teaching students to understand and evaluate scientific inferences.
  • Giere's original framework primarily addresses hypothesis-driven research, limiting its scope.

Purpose of the Study:

  • To extend Giere's model-based framework to encompass reasoning in application-oriented scientific practices.
  • To develop a new model-based scheme for capturing reasoning in contemporary, application-focused research.
  • To enhance the framework's applicability and engagement for a broader range of science students.

Main Methods:

  • Development of an additional model-based scheme.
  • Focus on capturing reasoning patterns specific to application-oriented scientific practices.
  • Incorporation of insights from teaching experience with the extended framework.

Main Results:

  • The extended framework successfully incorporates reasoning from application-oriented practices.
  • Preliminary teaching experience suggests the enhanced framework engages a wider audience compared to the original.
  • The study provides a new tool for science education, broadening the scope of model-based reasoning instruction.

Conclusions:

  • The extended model-based framework offers a more comprehensive approach to teaching scientific reasoning.
  • This enhanced framework is suitable for diverse scientific practices, including application-oriented ones.
  • The authors encourage educators to adopt and test the extended framework in their teaching.