Design Earth Science curriculum inquiry tasks that promote abductive reasoning and incorporate missing authentic inquiry features¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that the abductive method was most associated with authentic inquiry features, the authors recommend that curriculum developers include inquiry tasks promoting abductive reasoning and reflecting underused Earth Science methodologies. They suggest, for example, tasks that let students "generate their own research question, select their own variable, and consider methodological flaws" through recursive reasoning, and relic-interpretation tasks that also include studying expert research reports. They acknowledge it may be difficult to design one activity including all features.

Design Implications¶

Context¶

Requirements¶

• Inquiry tasks must offer students opportunities to plan inquiry projects calling for generating own questions, selecting own variables, and developing relatively complex controls

Constraints¶

• The authors note it may be difficult to design one inquiry activity to include all of the features of Earth Science methodology and authentic scientific inquiry

Target Learners¶

• 9th-12th grade Earth Science students

Target Learning Goals¶

• abductive reasoning
• complete authentic scientific inquiry abilities

Affordances¶

• Earth Science Logical Reasoning Framework

Related Strategies¶

Examples¶

-

Key Sources¶

• Do-Yong Park and Mira Park. (2013). Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study. Journal of Geoscience Education. https://doi.org/10.5408/12-360.1