Relations between Scientific Reasoning and Culture of Problem Solving

This paper introduces an epistemological model of scientific reasoning which can be described in terms of abduction, deduction and induction. The aim is to emphasize the significance of abduction in order to illustrate the problem-solving process and to propose a unified epistemological model of scientific discovery. The model first describes the different meanings of the word abduction (creative, selective, to the best explanation, visual) in order to clarify their significance for epistemology and artificial intelligence. In different theoretical changes in theoretical systems we witness different kinds of discovery processes operating. Discovery methods are "data-driven," "explanation-driven" (abductive), and "coherence-driven" (formed to overwhelm contradictions). Sometimes there is a mixture of such methods: for example, an hypothesis devoted to overcome a contradiction is found by abduction. Contradiction, far from damaging a system, help to indicate regions in which it can be changed and improved. I will also consider a kind of "weak" hypothesis that is hard to negate and the ways for making it easy. In these cases the subject can "rationally" decide to withdraw his or her hypotheses even in contexts where it is "impossible" to find "explicit" contradictions and anomalies. Here, the use of negation as failure (an interesting technique for negating hypotheses and accessing new ones suggested by artificial intelligence and cognitive scientists) is illuminating

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Problem Solving-Based Experiment untuk Meningkatkan Keterampilan Penalaran Ilmiah Mahasiswa Fisika

Jurnal Penelitian & Pengembangan Pendidikan Fisika ◽

10.21009/1.03203 ◽

2017 ◽

Vol 3 (2) ◽

pp. 137-144

Author(s):

Muhamad Gina Nugraha ◽

Kartika Hajar Kirana ◽

Setiya Utari ◽

Nia Kurniasih ◽

Nurdini Nurdini ◽

...

Keyword(s):

Problem Solving ◽

Scientific Reasoning ◽

Student Work ◽

Physics Students ◽

Probabilistic Thinking ◽

Measurement Analysis ◽

Reasoning Skills ◽

Correlative Thinking ◽

And Control ◽

Scientific Reasoning Skills

Abstract As one of the foundations in the development of technology, physics must be supported by experimental activities that are able to develop a scientist's skills, such as scientific reasoning skills. Experiments with cookbook methods that have been conducted in various experimental activities are considered not able to maximize the potential of students because it does not provide wide opportunities for students to explore. One of the solutions to develop the scientific reasoning skills of physics students is the problem solving-based experiment approach. The research was conducted by one group pretest-posstest design to 20 physics students as research sample. The research instrument used is the scientific reasoning instrument test developed by Lawson which is known as Lawson Classroom Test of Scientific Reasoning (LCTSR) and student work sheet instrument (LKM) containing problems in daily life and questions about: tools and materials, prediction, exploration, measurement, analysis and conclusions. The results show all aspects of scientific reasoning being measured, i.e. 1) conservation of matter and volume, 2) proportional thinking, 3) identification and control of variables, 4) probabilistic thinking, 5) correlative thinking, and 6) hypothetic-deductive thinking has increased. Based on the result of research can be concluded that the problem solving-based experiment can improve the scientific reasoning skills of physics students. Keywords: Problem solving, experiment, scientific reasoning skills Abstrak Fisika sebagai salah satu pondasi ilmu dalam perkembangan teknologi harus didukung dengan kegiatan eksperimen yang mampu menumbuhkembangkan keterampilan seorang ilmuwan, diantaranya keterampilan penalaran ilmiah dalam menyikapi fenomena alam. Eksperimen dengan metode cookbook yang selama ini menjamur dalam berbagai kegiatan eksperimen dipandang tidak mampu memaksimalkan potensi mahasiswa karena tidak memberikan kesempatan yang luas kepada mahasiswa untuk bereksplorasi. Salah satu solusi yang dapat menumbuhkembangkan keterampilan penalaran ilmiah mahasiswa fisika dalam bereksperimen ialah pendekatan problem solving-based experiment. Penelitian dilakukan dengan desain one group pretes-postes design kepada 20 mahasiswa fisika sebagai sampel penelitian. Instrumen penelitian yang digunakan ialah instrumen tes penalaran ilmiah yang dikembangkan oleh Lawson yang dikenal dengan nama Lawson Classroom Test of Scientific Reasoning (LCTSR) dan instrumen lembar kerja mahasiswa (LKM) berisi permasalahan dalam kehidupan sehari-hari dan pertanyaan arahan mengenai: alat dan bahan, prediksi, eksplorasi, pengukuran, analisis dan kesimpulan. Hasil penelitian menunjukkan semua aspek penalaran ilmiah yang diukur, yaitu 1) kemampuan konservasi materi dan volume, 2) berpikir proporsional, 3) identifikasi dan kontrol variabel, 4) berpikir probabilistik, 5) berpikir korelatif, dan 6) berpikir hipotetik-deduktif mengalami peningkatan, sehingga dapat disimpulkan bahwa problem solving-based experiment mampu meningkatkan keterampilan penalaran ilmiah mahasiswa fisika. Kata-kata Kunci: problem solving, eksperimen, penalaran ilmiah

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Pengaruh Pembelajaran Group Investigation dengan Multi Representasi pada Topik Alat-Alat Optik terhadap Penalaran Ilmiah dan Kemampuan Masalah Siswa SMA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i4.13360 ◽

2020 ◽

Vol 5 (4) ◽

pp. 486

Author(s):

Apolonia Delviyanti Putri Marga ◽

Edi Supriana ◽

Arif Hidayat

Keyword(s):

High School Students ◽

Problem Solving ◽

Scientific Reasoning ◽

Learning Model ◽

Optical Devices ◽

Mean Value ◽

Control Group ◽

School Students ◽

Control Group Design ◽

The Impact

Abstract: The purpose of this study is to determine the impact of group investigation learning model with multi representation on the topic of optical devices on scientific reasoning and problem solving skill. This study were carried out using quasi experimental method with pretest-posttest control group design and two XI MIA classes as sample. The result showed that there were an impact of group investigation learning model with multi representation on the topik of optical devices on scientific reasoning and problem solving skill of high school students. The mean value of scientific reasoning and problem solving ability of experimental class students who learned by group investigation learning model with multi representation is higher than control class students who learned by group investigation learning model.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran group investigation dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan kemampuan problem solving siswa SMA. Metode penelitian yang digunakan adalah eksperimen kuasi dengan desain pretest-posttest control group dengan dua kelas XI MIA sebagai sampel. Hasil penelitian menunjukkan adanya pengaruh pembelajaran group investigation dengan multi representasi pada topik alat-alat optik terhadap kemampuan penalaran ilmiah dan pemecahan masalah siswa SMA. Nilai rerata penalaran ilmiah dan kemampuan problem solving siswa kelas eksperimen yang belajar menggunakan pembelajaran group investigation dengan multi representasi lebih tinggi dari siswa kelas kontrol yang belajar menggunakan pembelajaran group investigation.

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Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency

Education Sciences ◽

10.3390/educsci11090496 ◽

2021 ◽

Vol 11 (9) ◽

pp. 496 ◽

Cited By ~ 1

Author(s):

Besim Enes Bicak ◽

Cornelia Eleonore Borchert ◽

Kerstin Höner

Keyword(s):

Problem Solving ◽

Scientific Reasoning ◽

Science Teacher Education ◽

Control Group ◽

Chemistry Teachers ◽

Treatment Groups ◽

Fine Grained ◽

Group Problem Solving ◽

Students First ◽

Experimental Problem

Developing scientific reasoning (SR) is a central goal of science-teacher education worldwide. On a fine-grained level, SR competency can be subdivided into at least six skills: formulating research questions, generating hypotheses, planning experiments, observing and measuring, preparing data for analysis, and drawing conclusions. In a study focusing on preservice chemistry teachers, an organic chemistry lab course was redesigned using problem-solving experiments and SR video lessons to foster SR skills. To evaluate the intervention, a self-assessment questionnaire was developed, and a performance-based instrument involving an experimental problem-solving task was adapted to the target group of undergraduates. The treatment was evaluated in a pre-post design with control group (cook-book experiments, no SR video lessons) and alternative treatment group (problem-solving experiments, unrelated video lessons). Interrater reliability was excellent (ρ from 0.915 to 1.000; ICC (A1)). Data analysis shows that the adapted instrument is suitable for university students. First insights from the pilot study indicate that the cook-book lab (control group) only fosters students’ skill in observing and measuring, while both treatment groups show an increase in generating hypotheses and planning experiments. No pretest-posttest differences were found in self-assessed SR skills in the treatment groups. Instruments and data are presented and discussed.

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Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom?

Biosfer ◽

10.21009/biosferjpb.20238 ◽

2021 ◽

Vol 14 (2) ◽

pp. 189-200

Author(s):

Maisuna Kundariati ◽

Laila Maghfiroh ◽

Sri Endah Indriwati ◽

Fatchur Rohman ◽

Bagus Priambodo ◽

...

Keyword(s):

Problem Solving ◽

Undergraduate Students ◽

Scientific Reasoning ◽

Biology Education ◽

P Value ◽

Problem Solving Skills ◽

Biology Students ◽

Regression Test ◽

Post Test ◽

Scientific Reasoning Skills

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

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Pengaruh 7-Step Problem Based Learning terhadap Kemampuan Pemecahan Masalah ditinjau dari Kemampuan Bernalar Ilmiah

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i3.14086 ◽

2020 ◽

Vol 5 (3) ◽

pp. 332

Author(s):

Amin Mustajab ◽

Muhardjito Muhardjito ◽

Sunaryono Sunaryono

Keyword(s):

Problem Solving ◽

Scientific Reasoning ◽

Research Method ◽

Quantitative Research ◽

Statistical Difference ◽

Sampling Technique ◽

Total Sample ◽

Reasoning Ability ◽

Step Method ◽

Average Value

Abstract: The purpose of this study to determine how the differences students' problem solving abilities between 7-step PBL and conventional methods are reviewed from scientific reasoning ability. Total sample in this study (N) 125 students selected using the convienence sampling technique. The method used in this study is a quantitative research method with factorial 2 x 2 research design. Results of the study show that the learning method provides statistical difference in students' problem solving abilities. The average value of problem solving abilities of students who take part in learning using the PBL 7-step method is 60.51. In the conventional class is 51.12.Abstrak: Penelitian ini bertujuan mengetahui bagaimana perbedaan kemampuan pemecahan masalah siswa antara metode 7-step PBL dan konvensional ditinjau dai kemampuan bernala ilmiah. Sampel pada penelitian ini (N) berjumlah 125 siswa yang dipilih menggunakan teknik convienence sampling. Metode yang digunakan dalam penelitian ini merupakan metode penelitian kuantitatif dengan desain penelitian factorial 2 x 2. Terdapat perbedaan secara statistik antara metode 7-step PBL dan konvensional terhadap kemampuan pemecahan masalah siswa. Rerata nilai kemampuan pemecahan masalah ikuti siswa untuk belajaran dengan menggunakan metode 7-step PBL sebesar 60,51. Pada kelas konvensional rerata nilai kemampuan pemecahan masalah siswa sebesar 51,12.

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Remote Transfer of Scientific-Reasoning and Problem-Solving Strategies in Children

Advances in Child Development and Behavior ◽

10.1016/s0065-2407(08)00010-4 ◽

2008 ◽

pp. 419-470 ◽

Cited By ~ 7

Author(s):

Zhe Chen ◽

David Klahr

Keyword(s):

Problem Solving ◽

Scientific Reasoning ◽

Problem Solving Strategies

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Profil Literasi Sains Siswa di SMP Negeri Perkotaan dan Pedesaan (Profile of Student's Scientific Literacy in Urban and Rural State Middle Schools)

SEJ (Science Education Journal) ◽

10.21070/sej.v2i1.2157 ◽

2019 ◽

Vol 2 (1) ◽

pp. 25

Author(s):

Nova Auliyatul Faizah ◽

Noly Shofiyah

Keyword(s):

Problem Solving ◽

Rural Areas ◽

Scientific Inquiry ◽

Scientific Literacy ◽

Urban Areas ◽

Scientific Reasoning ◽

Junior High Schools ◽

Level 3 ◽

Rural State ◽

Level 2

This study purposes to describe the profile of scientific literacy of students in urban andrural State Junior High Schools. In urban areas, this study was conducted in SMP Negeri3 Sidoarjo and in rural areas, the study was in SMP Negeri 2 Jabon. The subjects of thisstudy were 2 students of VIII grade from each SMP Negeri 3 Sidoarjo and SMP Negeri 2Jabon. In this study using qualitative methods, data was collected using tests, interviews,and observations. This scientific literacy test was adapted from the 2013 Pan-CanadianAssessment Program (PCAP) because students were in VIII grade. The results showedthat students in urban schools had scientific literacy on problem solving indicators reachinglevels 4 and 3, scientific inquiry indicators reached levels 3 and 2, and indicators ofscientific reasoning reached level 3. Meanwhile, students in rural schools had scientificliteracy at level 2 and 1 on indicators of problem solving, scientific inquiry indicators reachlevel 2 and 1, and scientific reasoning reaches level 3 and 2.

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