Universal Journal of Educational Research Vol. 10(5), pp. 356 - 367
DOI: 10.13189/ujer.2022.100505
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Students' Abductive Reasoning according to Scientific and Historical Knowledge

Jooyoung Jeon ^*, Donghee Shin
College of Education, Ewha Womans University, South Korea

ABSTRACT

In the modern era, knowledge is plentiful. In this context, it is important for students to understand the creative process of generating scientific knowledge. In this study, we identified how the prior knowledge of different disciplines affects each stage of induction, how each abductive reasoning stage interacts with each other, and what characteristics emerge according to their scientific and historical knowledge in the context of Deoksugung Palace. We developed and applied an abductive reasoning program that teaches scientific and historical knowledge about Deoksugung Palace and analyzed the data with qualitative methods. Students' observations were not consistent across the three activities included in this program. Their observations were categorized into two types, general and scientific. General observations are broad and shallow. Scientific observations involve a brief process of identification and selection, are made in a specific context, focus on specific data, and involve manipulative observations. We reconstructed the circular and reciprocal process of abductive reasoning. The results of this study suggest that abductive reasoning is strongly affected by prior knowledge. If a teacher wants to apply abductive reasoning, they must consider the circular process, characteristics, area of prior knowledge, and each student's abductive or convergent abilities.

KEYWORDS
Abductive Reasoning, Prior Knowledge, Inquiry

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jooyoung Jeon , Donghee Shin , "Students' Abductive Reasoning according to Scientific and Historical Knowledge," Universal Journal of Educational Research, Vol. 10, No. 5, pp. 356 - 367, 2022. DOI: 10.13189/ujer.2022.100505.

(b). APA Format:
Jooyoung Jeon , Donghee Shin (2022). Students' Abductive Reasoning according to Scientific and Historical Knowledge. Universal Journal of Educational Research, 10(5), 356 - 367. DOI: 10.13189/ujer.2022.100505.