Hypothetico-deductive Reasoning Research Articles

CSI-CSI: Comparing several investigative approaches toward crime scene improvement

Crime scene investigations are highly complex environments that require the CSI to engage in complex decision-making. CSIs must rely on personal experience, context information, and scientific knowledge about the fundamental principles of forensic science to both find and correctly interpret ambiguous traces and accurately reconstruct a scene. Differences in CSI decision making can arise in multiple stages of a crime scene investigation. Given its crucial role in forensic investigation, CSI decision-making must be further studied to understand how differences may arise during the stages of a crime scene investigation. The following exploratory research project is a first step at comparing how crime scene investigations of violent robberies are conducted between 25 crime scene investigators from nine countries across the world.Through a mock crime scene and semi-structured interview, we observed that CSIs have adopted a variety of investigation approaches. The results show that CSIs have different working strategies and make different decisions when it comes to the construction of relevant hypotheses, their search strategy, and the collection of traces. These different decisions may, amongst other factors, be due to the use of prior information, a CSI’s knowledge and experience, and the perceived goal of their investigation. We suggest the development of more practical guidelines to aid CSIs through a hypothetico-deductive reasoning process, where (a) CSIs are supported in the correct use of contextual information, (b) outside knowledge and expertise are integrated into this process, and (c) CSIs are guided in the evaluation of the utility of their traces.

INFLUENCE OF INTENTIONAL GOVERNANCE MECHANISMS ON THE OVERALL PERFORMANCE OF ASSOCIATIONS IN MOROCCO EXPLORATORY STUDY

Moroccan youth is currently in a situation of failure their supervision remains a crucial challenge for all actors including associations. Moreover, the 2011 constitution has allowed the recognition of the latter as a strategic actor by granting new missions. These important advances have challenged associations to improve their performance by integrating governance in an optimal way. This study examines the influence of intentional governance mechanisms on the overall performance of Moroccan associations, particularly those working in the youth field. The literature review focused on two aspects: the intentional mechanisms of governance and its organizational determinants, and the overall performance of associations and its dimensions. The epistemological choice that was made in the context of this research work is positivism adapted to a hypothetico-deductive reasoning. An initial exploratory qualitative study with Moroccan associative actors allowed us to frame the different variables in relation to the two concepts studied in the Moroccan context and to make them consistent in a conceptual model.

An inquiry and context-based activity supporting lifelong learning: Enzymes in Daily Life

This research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained the subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended.

Development of hypothetico-deductive skills in an ISLE-based lab taught by novice instructors

The Investigative Science Learning Environment (ISLE) approach to learning and teaching holds as one of its core tenets that students should learn physics by engaging in the same processes through which physicists develop new knowledge. One key skill necessary for this is hypothetico-deductive reasoning. In this study, we explored how the experience and familiarity of a lab instructor with the ISLE approach impacted students’ development of key scientific abilities related to making and testing hypotheses.

What are students’ argumentation levels and the effect of argumentation, during HDR process in PBL, on their academic achievements in biochemistry education?

ABSTRACT The purpose of this study is to investigate the effect of argumentation, during the hypothetico-deductive reasoning (HDR) process in the problem-based learning (PBL) approach, on nursing students’ achievements and to determine the argumentation levels in the biochemistry course on the topic of endocrine and nervous systems. The participants consisted of first-year nursing students studying in the Faculty of Health Sciences of a state university in Turkey (N = 189). This study used a single group pre- and post-test research design. Three scenarios associated with daily life about endocrine and nervous systems were developed and applied. The ‘Endocrine and Nervous System Achievement Test (ENSAT)’ was used as the data collection tool. In addition, the argumentation levels of the students were also examined during the implementation process. The results concerning the content and statistical analyses of ENSAT showed that the use of this hybrid method increased the students’ sound and partial understandings and that there was a statistically significant difference in favour of the post-test. Furthermore, the results also showed that the level and number of argumentations increased from the first scenario to the last scenario.

Telling an Untold Story of Pedagogical Practices in Mathematics Education in Nepal: Envisioning an Empowering Pedagogy

Conventional mathematics education practice glorifies the hypothetico-deductive reasoning and accompanying reductionist and piecemeal pedagogy and pushes us into the grips of pouring and 'one-size-fits-all' approach (Freire, 1993; Luitel, 2009; Lamichhane, 2021). It is still being practiced and occupies the dominant role in our schools and universities. In this background, the objectives of this research were to explore the roles of existing pedagogy behind a formation of a transmissionist image of pedagogy, thereby envisioning empowering/ humanizing pedagogical practices. In so doing, I deployed an autoethnography research design (Bochner & Ellis, 2016) under interpretive, critical, and postmodern paradigms (Taylor, Taylor, & Luitel, 2012). Writing as a method of inquiry (Richardson & St. Pierre, 2017) has been used to generate field texts. To interpret and make meaning from the textual information, I have used Habermas's Knowledge Constitutive Interests (Habermas, 1972) and Jack Mezirow's Transformative Learning Theory (Mezirow, 1991) as theoretical referents. I have captured the pedagogical practices under three themes: -practice makes a man perfect! I am a successful teacher; he is our supporter! Please protect him! and I do not know anything! Prepare them for the exam. Likewise, a metaphor of empowering/humanizing pedagogy has been proposed as an inclusive pedagogy. Finally, I revealed that empowering/humanizing pedagogy supports connecting mathematical activities to the lifeworld of the learners. It promotes agentic aspects of the learners and helps them to become informed and conscious citizens so that they can contribute to creating an inclusive and socially just society.

Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles

In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers.

Physiotherapy management of a patient with diabetic neuropathy through different clinical reasoning process

Background: Clinical Reasoning is the judgment method by this process therapist communicate with the patients, family members and others professional person. Moreover, clinical reasoning is valuable for assess patient assessment, diagnosis and treatment or complete management that’s why it makes a relationship between theory and clinical practice. Clinical Reasoning continually support a professional therapist to decide the best achievable management guide line through logical point of view. Aim: Aim of this study is to making professional judgment about a single case using hypothetico deductive reasoning (HDR), three track reasoning, narrative reasoning approaches with typical a cervical radiculopathy case. Method: A case of typical diabetic neuropathy managed by using clinical reasoning process such as hypthetico deductive reasoning, three tract reasoning, and narrative reasoning for clinical judgment. Result: After completing of treatment program improvement was notice based on, pain and numbness was reduced with improvement in balance and functional ability with change in disability. Now patient can lead in activity of daily living. Conclusion: Clinical reasoning is the foundation in our clinical practice. It enables the therapist to take the best- judged action for individual patients and make sure quality service. It was very difficult to be strict in a single reasoning process during solving this case. I have to go one reasoning process to another reasoning process.

Description and rules of a new card game to learn clinical reasoning in musculoskeletal physiotherapy

ABSTRACT Teaching hypothetico-deductive clinical reasoning (CR) should be an essential part of the physiotherapy education system, but currently there are very few learning tools for teachers in the musculoskeletal discipline. The aim of this article was to describe and present the rules of a new game-based and structured didactic tool that can be used by teachers for ‘players’ (students and licensed clinicians) to learn systematic CR in musculoskeletal physiotherapy. Our tool is based on the ‘Happy Families’ card game, and we propose to use it as part of a classic musculoskeletal subjective examination-based hypothesis category framework and the International Classification of Functioning, Disability and Health model. It allows players to dynamically formulate hypotheses from clinical case studies. Each 'Family' of cards represents a hypothesis category. The game highlights the missing information and trains players to consider it in their CR. This game should efficiently structure all components of CR and is an interesting resource for all teachers. Its greatest strength is that it can be used with other category frameworks. Further studies are needed to assess the efficacy and efficiency of such a tool and to measure students’ actual progress in learning the CR.

Comparative Analysis of Course Satisfaction and Student Assessment Results in Redesigned Problem-Based Learning

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students’ clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

Inference to the best explanation as supporting the expansion of mathematicians’ ontological commitments

This paper argues that in mathematical practice, conjectures are sometimes confirmed by “Inference to the Best Explanation” (IBE) as applied to some mathematical evidence. IBE operates in mathematics in the same way as IBE in science. When applied to empirical evidence, IBE sometimes helps to justify the expansion of scientists’ ontological commitments. Analogously, when applied to mathematical evidence, IBE sometimes helps to justify mathematicians' in expanding the range of their ontological commitments. IBE supplements other forms of non-deductive reasoning in mathematics, avoiding obstacles sometimes faced by enumerative induction or hypothetico-deductive reasoning. Both platonist and non-platonist interpretations of mathematics ought to accommodate explanation in mathematics and ought to recognize IBE in mathematics, though these interpretations disagree on the ontological commitments that mathematicians ought to have. This paper offers an inductive account of why mathematical IBE tends to lead to mathematical truths.

Le logiciel sage Saari à l’épicentre du système d’information des entreprises au Cameroun : une culture comptable perçue à travers le modèle de l’acceptation technologique

The objective of this paper was to verify whether the profile of the entity, the profile of the account preparer and the perceived profile of the wise Saari management software allow each, as far as he is concerned, the daily use of the wise Saari management in companies in Cameroon. The problem arises in that out of thirty companies observed in the field as a prelude to this study, we found that all of them (100%) have actually installed the wise Saari management software at home but only do not use enough of this for the production of information and the management of the entity. To meet the verification objective, we opted for the positivist posture, for the hypothetico-deductive reasoning, for the quantitative approach, for a non-probability sampling method. We therefore used data collected by questionnaire on a sample of 34 companies in Cameroon. At the end of the descriptive analysis, the chi-square test of independence and the binary logistic regression which are indeed tests that we have retained for data processing using the SPSS data analysis software, we retain that 52.9% of the companies studied are from the trade sector, 26.5% from the industrial sector and 20.6% from the service sector and that the more the management of the company is decentralized, the higher the level of education and As the experience of a company's account preparer grows, the more perceived the usefulness and ease of use of wise software, the more likely it is that the company will actually adopt wise Saari. JEL Classification : M40, L86 Paper type : Empirical research

Improving the efficiency of oil refineries by developing the production of high-quality oils

Subject. This article discusses the efficiency of Russian oil refining complexes at the present stage of the oil industry's development. Objectives. The article aims to consider reserves to improve the efficiency of petroleum oil production in Russia and describe some aspects of the domestic oil refining complexes' efficiency improvement. Methods. For the study, I used the systems analysis, observation, comparison, generalization, and the method of hypothetico-deductive reasoning. Results. Based on an analysis of the main advantages and disadvantages of alternative ways of producing high-quality petroleum oils, the article describes the possibilities and ways of modernizing the petroleum oil production. Conclusions. The considered ways of modernizing the production of petroleum oils will help improve the economic efficiency of Russian oil refineries through reducing the technological equipment operating costs and adding to the oil refining depth.

Knowledge management and academic performance moderating role of organizational structure: Abdelmalek essaadi university case

In a knowledge-based economy, and a context of fierce international competition that spares no field. universities as organizations highly dependent on knowledge should pay special attention to it and its management, in such a way that the effective management of this asset is a key factor in building a competitive advantage and became the cornerstone of efforts to improve the performance of the university. In addition, it has long been demonstrated that better knowledge management has a positive impact on organizational performance. However, it is not yet clear how this process is to be achieved in academia and particularly in developing countries such as Morocco. On the other hand, and throughout the literature, several factors affect positively KM initiatives in public organizations and more specifically in universities are discussed. Some of these are the same as those found for private organizations and others are specific to public organizations. Most authors cite the organizational structure. This work has the main objective to verify the moderating role of organizational structure on the intensity of the relationship between the application of knowledge management and organizational performance of Abdelmalek Essaadi University. by collecting the views of the Abdelmalek Essaadi University teacher-researchers, through a hypothetico-deductive reasoning approach and a quantitative working method. Our questionnaire was administered to a representative sample of 88 teacher-researchers from the different institutions of the university under study. The results obtained prove the moderating and positive role of organizational structure, on the intensity of the relationship between the application of the K.M and (Training, research, publication, and governance) as indicators of organizational performance with a degree of impact of 1.1%.

A FOUNDATION FOR INDUCTIVE REASONING IN HARNESSING THE POTENTIAL OF BIG DATA

Training programs for statisticians and data scientists in healthcare should give greater importance to fostering inductive reasoning toward developing a mindset for optimizing Big Data. This can complement the current predominant focus on the hypothetico-deductive reasoning model, and is theoretically supported by the constructivist philosophy and Gestalt theory. Big-Data analytics is primarily exploratory in nature, aimed at discovery and innovation, and this requires fluid or inductive reasoning, which can be facilitated by epidemiological concepts (taxonomic and causal) as intuitive theories. Pedagogical strategies such as problem-based learning (PBL) and cooperative learning can be effective in this regard. Empirical research is required to ascertain instructors’ and practitioners’ perceptions about the role of inductive reasoning in Big-Data analytics, what constitutes effective pedagogy, and how core epidemiological concepts interact with the evidence from Big Data to produce outcomes. Together these can support the development of guidelines for an effective integrated curriculum for the training of statisticians and data scientists
 First published February 2020 at Statistics Education Research Journal Archives

Breaking the barriers between intelligence, investigation and evaluation: A continuous approach to define the contribution and scope of forensic science

Forensic science has been evolving towards a separation of more and more specialised tasks, with forensic practitioners increasingly identifying themselves with only one sub-discipline or task of forensic science. Such divisions are viewed as a threat to the advancement of science because they tend to polarise researchers and tear apart scientific communities. The objective of this article is to highlight that a piece of information is not either intelligence or evidence, and that a forensic scientist is not either an investigator or an evaluator, but that these notions must all be applied in conjunction to successfully understand a criminal problem or solve a case.To capture the scope, strength and contribution of forensic science, this paper proposes a progressive but non-linear continuous model that could serve as a guide for forensic reasoning and processes. In this approach, hypothetico-deductive reasoning, iterative thinking and the notion of entropy are used to frame the continuum, situate forensic scientists’ operating contexts and decision points. Situations and examples drawn from experience and practice are used to illustrate the approach.The authors argue that forensic science, as a discipline, should not be defined according to the context it serves (i.e. an investigation, a court decision or an intelligence process), but as a general, scientific and holistic trace-focused practice that contributes to a broad range of goals in various contexts. Since forensic science does not work in isolation, the approach also provides a useful basis as to how forensic scientists should contribute to collective and collaborative problem-solving to improve justice and security.

Inquiry-based physics textbooks with multi representation to practice hypothetico deductive reasoning for senior high school students

Physics learning consists of theories, concepts, and laws that study phenomena in the universe that must emphasize students to use higher-order thinking skills. Scientific reasoning is a thought process that is used to solve problems based on scientific evidence. When students can reason well, these students can understand the concepts of the material that has been learned. Hypothetico deductive reasoning is one of scientific reasoning that can foster higher order thinking skills. One that can support the success of the learning process is a textbook accompanied by an inquiry. This inquiry-based textbook accompanied by multirepresentations contains a description of physics subjects to find information and knowledge where students are encouraged to be directly involved in inquiry to practice hypotethico deductive reasoning skills. This book is equipped with multi representations to facilitate students in processing concepts and solving problems. Inquiry-based student textbooks accompanied by multiple representations can improve students to gain experience, investigate problems and draw conclusions according to scientific methods.

Diagnostic knowing in general practice: interpretative action and reflexivity

Background: Getting the right diagnosis is supposed to provide an explanation of a patient’s health problem and inform health care decisions. As a core element of clinical reasoning, diagnosis deserves systematic and transparent analysis. Conceptual tools can make doctors become aware of and explore diagnostic knowing.Methods: We demonstrate diagnostic knowing analysed as interpretative and contextualised activity. Our analysis is based on Lonergan’s theory of knowing, constituting the cognitive structures as experiencing, understanding, and judging, in a general practice case.Findings: Analysis makes the complexity of diagnostic knowing in this context more transparent, in this case concluding with four diagnostic labels: a corn, constipation, headache and atrial fibrillation. We demonstrate how a medically significant diagnosis does not necessarily evolve deductively from complaints. The opening lines from the patient give ideas of where to look for possible explanations – questions for understanding – rather than diagnostic hypotheses. Such questions emerge from the GP’s experiences from meeting the patient, including imaginations and interpretations. When ideas and questions regarding diagnoses have been developed, they may be judged and subjected to reflection. Questioning may also emerge as transitory concerns, not extensively ruled out. Lonergan’s theory demonstrated a strong fit with these aspects of diagnostic knowing in general practice.Implications: Analysis demonstrated systematic, transparent approaches to diagnostic knowing, relevant for clinical teaching. We argue that an interpretative understanding of diagnosis can change clinical practice, complementing hypothetico-deductive strategies by recognising additional substantial diagnostic modes and giving access to scholarly reflection.Key PointsDiagnosis is a core element of clinical reasoning, deserving systematic and transparent analysis beyond hypothetico-deductive reasoning or pattern recognitionDiagnostic knowing in general practice is a special instance of all human knowing with subjectivity, interpretation and reflexivity as essential elementsLonergan’s theory for knowing based on experiencing, understanding, and judging allowed us to map, decode and recognise advanced acts of clinical reasoning We share our experiences of how these concepts gave us a tool for systematic analysis of the complexities taking place in the GP’s office on an ordinary day

Educational and Experiential Factors Associated With Physical Therapists' Diagnostic Reasoning

Introduction. The influence of education level, post-professional training, and experience on physical therapists' (PTs) diagnostic reasoning is unknown. The purpose of this study was to examine the influence of education, training, and experience on PTs' diagnostic reasoning through a series of musculoskeletal case-based surveys. While literature supports quality of care's influence on health care costs, the factors influencing PTs' quality of care are unclear. Literature suggests that surgeons with post-professional training and more experienced Emergency Room physicians demonstrate better patient outcomes, diagnostic accuracy, and efficiency. Methods. Five hundred and twenty-nine licensed PTs participated in this study. A series of 5 case-based electronic surveys assessed participants' diagnostic reasoning in orthopedic presentations. Response rates ranged from 55% to 40%. Accuracy, efficiency, and hypothesis-generation strategies were analyzed to examine diagnostic reasoning. Strength of associations, diagnostic accuracy, and hypothesis-generation strategies were examined via odds ratios; efficiency of determining the accurate diagnosis was examined via t tests. Results. Hypothetico-deductive reasoning by systematically eliminating competing diagnoses (funneling) demonstrated significant correlation with accuracy in 4 of the 5 cases (odds ratio [OR] 2.46 [1.19–5.10] to 13.9 [6.12–31.5]). Physical therapists with any American Board of Physical Therapy Specialities (ABPTS) certification demonstrated significantly greater diagnostic accuracy (OR 2.1 [1.41–3.807] to 3.00 [1.22–7.36]) and efficiency (P < .05) in 3 of the 5 cases compared to those without ABPTS certification. Board-Certified Orthopedic Clinical Specialists (OCS) demonstrated significantly greater diagnostic accuracy (OR 1.90 [1.08–3.34] to 3.42 [1.42–8.40]) and efficiency (P < .05) compared to those without ABPTS OCS certification. Residency-trained PTs demonstrated significantly greater diagnostic accuracy (OR 2.02 [1.03–3.96] to 2.84 [1.38–5.82]) and efficiency (P < .05) compared to those without residency training. Degree level, experience, and fellowship training were not related to accuracy, efficiency, or funneling hypotheses (P > .05). Discussion and Conclusion. American Board of Physical Therapy Specialities certification and American Board of Physical Therapy Residency and Fellowship Education training's significant association with both diagnostic accuracy and efficiency suggests the importance of PTs' pursuit of ABPTS certification and/or formal post-professional training in developing diagnostic reasoning and expertise. These post-professional endeavors may lead to appropriate care more quickly, improving patient outcomes, and decreasing health care costs.

Commentary: The Use of Case-based Learning and Concept Mapping to Teach Students Clinical Reasoning

Introduction: Teaching students as inexperienced clinicians the process of evaluating athletic injuries and medical conditions is often challenging. Utilizing case-based learning and concept mapping as educational tools can facilitate growth in the clinical and diagnostic decision making process. Discussion: Experienced clinicians regularly employ case pattern recognition and hypothetico-deductive reasoning in clinical settings. Each type of reasoning is prone to anchoring and confirmation bias, devaluing relevant information, and framing effect if not utilized correctly. Classroom instructors and preceptors can use case-based learning and concept mapping to help students as inexperienced clinicians organize their thinking and more effectively apply their knowledge. Implications: The use of case-based learning and concept mapping to teach the process of evaluating athletic injuries and medical conditions can help students as inexperienced clinicians: improve clinical reasoning skills; decrease bias; develop more efficient and effective clinical reasoning; become more confident in what steps come next; value clinical data equally and impartially; and more effectively use hypothetico-deductive reasoning.