Model Of Scientific Inquiry Research Articles

Should psychology adopt Bhaskar’s critical realist philosophy of science?

Robert Archer argues that psychology should abandon its use of Karl Popper’s philosophy of science. He recommends that psychology ought to adopt the philosophy of critical realism in its place. I put Archer’s concern with Popper to one side and provide a selective critique of mainstream critical realism, in the light of some developments in contemporary philosophy of science. I express some misgivings about the ontological commitments of Roy Bhaskar’s critical realism, and comment on the limitations of his DREI(C) model of scientific inquiry. In doing so, I also respond to a number of critical remarks Archer makes about replication in psychology.

Highly idealized models of scientific inquiry as conceptual systems

The social epistemology of science has adopted agent-based computer simulations as one of its core methods for investigating the dynamics of scientific inquiry. The epistemic status of these highly idealized models is currently under active debate in which they are often associated either with predictive or the argumentative functions. These two functions roughly correspond to interpreting simulations as virtual experiments or formalized thought experiments, respectively. This paper advances the argumentative account of modeling by proposing that models serve as a means to (re)conceptualize the macro-level dynamics of complex social epistemic interactions. I apply results from the epistemology of scientific modeling and the psychology of mental simulation to the ongoing debate in the social epistemology of science. Instead of considering simulation models as predictive devices, I view them as artifacts that exemplify abstract hypothetical properties of complex social epistemic processes in order to advance scientific understanding, hypothesis formation, and communication. Models need not be accurate representations to serve these purposes. They should be regarded as pragmatic cognitive tools that engender rather than replace intuitions in philosophical reasoning and argumentation. Furthermore, I aim to explain why the community tends to converge around few model templates: Since models have the potential to transform our intuitive comprehension of the subject of inquiry, successful models may literally capture the imagination of the modeling community.

Incommensurability Explained in the Terms of Presuppositions. A Comment to Kuhn’s Thesis on Radical Meaning Variance

Kuhn’s radical meaning variance thesis implies that scientists, who work in different paradigms cannot understand each other. This, however, seems incredible. The air of paradox can be dispersed once the role of presuppositions in constituting a paradigm is acknowledged. Presuppositions function in the way of the Wittgensteinian ungrounded hinges and often are only implicitly assumed. In the face of recalcitrant puzzles some presuppositions can be made explicit and revised. The mechanism of possible revisions of presuppositions can be accounted for in terms of Hintikka’s interrogative model of scientific inquiry with some amendments. The model includes three possible reactions to an anomaly: (i) a conservative offer of an auxiliary hypothesis within the current paradigm, (ii) a reinterpretation of puzzling experimental results and non-revolutionary enrichment of the current paradigm with a novel hypothesis, and (iii) a revision of presuppositions that amounts to a full-fledged scientific revolution. The choice depends on the success or failure of more conservative alternatives and the scope of application of the theory under investigation. In the proposed approach, incommensurability does not hinder communication between the proponents of different paradigms. In addition, some other controversial points in Kuhn’s views are explained, like Kuhn’s losses, reproaching conservative attitudes towards anomalies, or the admissibility or inadmissibility of the coexistence of rival paradigms. Last but not least, a link between a paradigm shift and the strive for truth is established.

The development of STEM integrated scientific inquiry model for promoting grade 9 students’ creative thinking skill and scientific mind in electricity

Although Scientific Inquiry (SI) takes a long root as a pedagogical method of teaching science, it does not explicitly emphasize engineering design process and STEM (Science, Technology, Engineering and Mathematics) education. This study aimed to construct a new pedagogical model called STEM Integrated with Scientific Inquiry (STEM-SI) model. This study employed a two-loop Research and Development (R&D). In R&D loop 1, the researchers employed a documentary research with the documents directly related to STEM and SI. Content analysis was used to analyze contents in such documents. The finding yielded that the STEM-SI model was developed and consisted of nine teaching steps: 1) Reviewing, 2) Engaging, 3) Exploring, 4) Designing, 5) Solving, 6) Evaluating and improving, 7) Sharing, 8) Expanding and 9) Applying. These teaching steps were utilized to develop the lesson plans in the Electricity topic for grade 9 students. In R&D loop 2, the research design was a one group pre-test post-test design. The sample was 40 grade 9 students came from Cluster Random Sampling. Two research instruments used were the Creative Thinking Skill Test and the Scientific Mind Questionnaire. The students’ creative thinking skill and the scientific mind were tested with the 70% criteria by using one sample t-test. The results expressed that the STEM-SI model could promote grade 9 students’ creative thinking skill and the scientific mind higher than the set criteria at the .05 statistical significance level. At final, the results from R2 were used to further develop the STEM-SI model and its associated lesson plans.

Exploring Scientific Inquiry via Agent-Based Modelling

Abstract In this paper I examine the epistemic function of agent-based models (ABMs) of scientific inquiry, proposed in the recent philosophical literature. In view of Boero and Squazzoni’s (2005) classification of ABMs into case-based models, typifications and theoretical abstractions, I argue that proposed ABMs of scientific inquiry largely belong to the last category. While this means that their function is primarily exploratory, I suggest that they are epistemically valuable not only as a temporary stage in the development of ABMs of science, but by providing insights into theoretical aspects of scientific rationality. I illustrate my point with two examples of highly idealized ABMs of science, which perform two exploratory functions: Zollman’s (2010) ABM which provides a proof-of-possibility in the realm of theoretical discussions on scientific rationality, and an argumentation-based ABM (Borg et al. 2019, 2017b, 2018), which provides insights into potential mechanisms underlying the efficiency of scientific inquiry.

The Experiment of Heat Matter Based on Scientific Inquiry in Senior High School

This study aims to determine (1) whether the science process skills of students who are taught with the scientific inquiry model are better than students who are taught using conventional learning, (2) whether the critical thinking skills of students who are taught with the scientific inquiry model are better than in students who are taught with conventional learning. This type of research is a quasi-experiment with two groups pretest-posttest design. Sampling was carried out by means of cluster random sampling by taking two classes from three classes, namely class XI IPA-3 as the experimental class, amounting to 30 people and class XI IPA-1 as the control class, amounting to 31 people. The instruments used were tests and non-tests in which science process skills were in the form of student worksheets and critical thinking skills were in the form of essay questions consisting of 5 validated questions. Hypothesis testing using different test (t-test). Based on the results of the study, it was concluded that: (1) the science process skills of students who were taught with the scientific inquiry model were better than those who were taught using conventional learning, (2) the critical thinking skills of students who were taught with the scientific inquiry model were better than in students who are taught with conventional learning.

Analysis of linear motion kinematics on student’s critical thinking skillsbased on scientific inquiry

This purpose of this studywas to analyze students’ critical thinking skills on linear motion kinematics material using the Scientific Inquiry model. This type of research is a quasi-experimental. The data analysis was carried out through 7 critical thinking skills test in essay form. Before the test instruments are tested on students, expert validation tests were carried outfirst. The critical thinking skill test indicators used consist of elementary indicators of clarification, basic support, inference, advanced clarification and indicators of strategies and tactics. The results of the study showed that the average value of students’ critical thinking skills on linear motion material was 60.02 and included in the sufficient category.

Analysis of Students Critical Thinking Ability using Models Scientific Inquiry

This study aims to analyze students critical thinking ability in Static Fluid material. This type of research is a quantitative descriptive study. The research subjects were students of class XI MIPA 1 in Senior High School 1 Kerajaan for the 2020/2021 academic year, totaling 30 students. Data analysis was carried out through a test of critical thinking ability in the form of description questions. The test instrument used was 7 items based on the indicators of Ennis ‘critical thinking ability (1995) which had been validated by expert lecturers. From the analysis of the results of students’ critical thinking ability using a model scientific inquiry In the Static Fluid material the average value was 79.52, and after being converted it was in the good category. Of the 30 students of class XI MIPA 1, 15 students (50%) have very good critical thinking ability; as many as 14 students (46.7%) have good critical thinking ability; and as many as 1 student (3.3%) had enough critical thinking ability. Thus it can be concluded that the use of the scientific inquiry model can improve the critical thinking ability sof class XI MIPA 1 SMAN 1 Kerajaan students.

Preliminary analysis of module development by setting arguments through the application of scientific inquiry models to improve students’ scientific attitudes

Physics learning use scientific methods based on scientific attitudes to solve the problems they face. This study aims to conduct a needs analysis related to the application of the scientific inquiry model through the development of teaching materials in the form of modules with the help of argumentation settings to improve students’ scientific attitudes in learning physics. This type of research is descriptive qualitative with a case study approach, where the research subjects are teachers and class X high school students in one of the schools located in Bima Regency. The data processed in this study are primary data analyzed from observation sheets and qualitative interviews. data analysis use Likert scale. The initial analysis carried out consisted of module analysis and analysis of students’ scientific attitudes. The module analysis results that 50% learning difficulties, 83% needs, 80% performance, and 74% of graduate competency standards. The analysis results for the scientific attitude of students on average are in the good category obtained from the analysis for each indicator that is asking 76%, open thinking 71%, respecting the facts 73% and, critical thinking 75%.

Science Youth Action Research: A Curricular Framework and Instructional Approach to Promote Democratic Citizenship

Science Youth Action Research (Sci-YAR) is presented here as a curricular framework and instructional approach intended to enhance youth’s participation as democratic citizens. First, we frame the theoretical foundations for science curricula that promote democratic citizenship and explore models of scientific inquiry and action research that inform Sci-YAR’s design. Then, we describe Sci-YAR’s key features, explaining how Sci-YAR is designed to help youth construct views of themselves as agents who use science to bring about personal and social transformation. Finally, implications for using curricular frameworks like Sci-YAR in schools to leverage youth’s science learning for enhanced democratic participation are discussed.

THE INFLUENCE OF SCIENTIFIC INQUIRY MODEL ON SCIENCE PROCESS SKILLS IN ELASTICITY AND HOOKE LAW LEARNING MATERIAL

This study aims to determine the effect of the scientific inquiry model to improve students' science process skills on the subject matter of elasticity and hooke's law. This type of research was a quasi experiment with a control group design pre-test post-test. The population of this study were all Eleven (XI) class Senior High School 18 Medan in 2019/2020 academic years. The research sample was taken by using cluster random sampling technique which took 2 classes from 4 classes, namely class XI MIPA 1 as the experimental class and XI MIPA 4 as the control class with 26 students each. The instrument used was a cognitive question in the form of an essay with 7 questions that had been validated first. Before learning was carried out pretest, based on the results of pretest data processing, the average value of the experimental class was 15.49 and the control class was 12.09. The results of the pretest conducted by hypothesis testing with t-test at a significant level = 0.05, it was found that the initial abilities of the two samples were the same in terms of science process skills. Furthermore, learning was carried out using the scientific inquiry learning model in the experimental class and conventional learning in the control class. After being given a different treatment model, the two classes conducted a postest to see the students' final abilities. The average value of the experimental class was obtained 78.24 and the control class was obtained 69.67. Based on the hypothesis test with the t-test, it was found that there was a significant difference, which means that there was a significant influence from the scientific inquiry model on science process skills accompanied by an assessment of students' science process skills activities.

Formal Models of Scientific Inquiry in a Social Context: An Introduction

Formal models of scientific inquiry, aimed at capturing socio-epistemic aspects underlying the process of scientific research, have become an important method in formal social epistemology and philosophy of science. In this introduction to the special issue we provide a historical overview of the development of formal models of this kind and analyze their methodological contributions to discussions in philosophy of science. In particular, we show that their significance consists in different forms of ‘methodological iteration’ (Elliott 2012) whereby the models initiate new lines of inquiry, isolate and clarify problems with existing knowledge claims, and stimulate further research.

What Is the Epistemic Function of Highly Idealized Agent-Based Models of Scientific Inquiry?

In this paper we examine the epistemic value of highly idealized agent-based models (ABMs) of social aspects of scientific inquiry. On the one hand, we argue that taking the results of such simulations as informative of actual scientific inquiry is unwarranted, at least for the class of models proposed in recent literature. Moreover, we argue that a weaker approach, which takes these models as providing only “how-possibly” explanations, does not help to improve their epistemic value. On the other hand, we suggest that if ABMs of science underwent two types of robustness analysis, they could indeed have a clear epistemic function, namely by providing evidence for philosophical and historical hypotheses. In this sense, ABMs can obtain evidential and explanatory properties and thus be a useful tool for integrated history and philosophy of science. We illustrate our point with an example of a model—building on the work by Kevin Zollman—which we apply to a concrete historical case study.

Development Instrument’s Learning of Physics Through Scientific Inquiry Model Based Batak Culture to Improve Science Process Skill and Student’s Curiosity

This research aims to: (1) developed a instrument’s learning (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) of physics learning through scientific inquiry learning model based Batak culture to achieve skills improvement process of science students and the students’ curiosity; (2) describe the quality of the result of develop instrument’s learning in high school using scientific inquiry learning model based Batak culture (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) to achieve the science process skill improvement of students and the student curiosity. This research is research development. This research developed a instrument’s learning of physics by using a development model that is adapted from the development model Thiagarajan, Semmel, and Semmel. The stages are traversed until retrieved a valid physics instrument’s learning, practical, and effective includes :(1) definition phase, (2) the planning phase, and (3) stages of development. Test performed include expert test/validation testing experts, small groups, and test classes is limited. Test classes are limited to do in SMAN 1 Padang Bolak alternating on a class X MIA. This research resulted in: 1) the learning of physics static fluid material specially for high school grade 10th consisted of (lesson plan, worksheet, student’s book, teacher’s guide book, and instrument test) and quality worthy of use in the learning process; 2) each component of the instrument’s learning meet the criteria have valid learning, practical, and effective way to reach the science process skill improvement and curiosity in students.

Methods of Inquiry in Social Sciences: An Introduction

The purpose of this paper is an introduction to scientific methods that are organized and systematic scientific approaches used by scholars for controlled investigations and experiments to efficiently solve theoretical and practical problems, generate discoveries and/or advance scientific fields. The paper presents, briefly, the development of methods of inquiry in the philosophy of science. After that it will be discussed general methods of inquiry (deduction, induction, abduction and hypothetical-deductive) and specific models of scientific inquiry in social sciences. In general, modern research fields are multifaceted, requiring diverse processes for generating new concepts, for creating new hypothesis and performing controlled experiments. Different methods of inquiry are never contradictory, often they are complementary tools that facilitate problem solving and knowledge creation within and between research fields.

American Academy of Periodontology Best Evidence Consensus Statement on Selected Oral Applications for Cone-Beam Computed Tomography.

The American Academy of Periodontology (AAP) recently embarked on a Best Evidence Consensus (BEC) model of scientific inquiry to address questions of clinical importance in periodontology for which there is insufficient evidence to arrive at a definitive conclusion. This review addresses oral indications for use of cone-beam computed tomography (CBCT). To develop the BEC, the AAP convened a panel of experts with knowledge of CBCT and substantial experience in applying CBCT to a broad range of clinical scenarios that involve critical structures in the oral cavity. The panel examined a clinical scenario or treatment decision that would likely benefit from additional evidence and interpretation of evidence, performed a systematic review on the individual, debated the merits of published data and experiential information, developed a consensus report, and provided a clinical bottom line based on the best evidence available. This BEC addressed the potential value and limitations of CBCT relative to specific applications in the management of patients requiring or being considered for the following clinical therapies: 1) placement of dental implants; 2) interdisciplinary dentofacial therapy involving orthodontic tooth movement in the management of malocclusion with associated risk on the supporting periodontal tissues (namely, dentoalveolar bone); and 3) management of periodontitis. For each specific question addressed, there is a critical mass of evidence, but insufficient evidence to support broad conclusions or definitive clinical practice guidelines.

Commentary: Cone-Beam Computed Tomography: An Essential Technology for Management of Complex Periodontal and Implant Cases.

Commentary: Cone-Beam Computed Tomography: An Essential Technology for Management of Complex Periodontal and Implant Cases.

The Effect of Scientific Inquiry Model Assisted Visual Media on Students¡¯ Conceptual and Procedural Knowledge

This study aimed to analyze the gain of students’ conceptual and procedural knowledge of Scientific Inquiry model assisted visual media and conventional learning; to analyze whether the gain of students’ conceptual and procedural knowledge taught by Scientific Inquiry assisted visual media model was better than conventional learning. This research was a quasi- experimental research with two group pretest-posttest design. The population of this research was second semester students of Al Bukhari Moslem Integrated High School grade X academic year 2016/2017. The sampling technique was cluster random sampling that consisted of 2 groups with 68 students. Class X-1 were experimental group taught by Scientific Inquiry models consisted of 34 students and class X-3 were control group taught by conventional learning consisted of 34 students. The instrument of the research were essay test of conceptual and procedural knowledge consisted of 10 questions for each. The data were analyzed using t test statistics. The result showed that: the mean gain of students’ conceptual knowledge taught by Scientific Inquiry model was in medium level and low level for conventional learning. The mean gain of students’ procedural knowledge taught by Scientific Inquiry model was in high level and medium level for conventional learning. Hypothesis test showed that the mean gain of students’ conceptual and procedural knowledge taught by Scientific Inquiry was better than conventional learning. This result showed that there was a positive effect of Scientific Inquiry model assisted visual media on the students’ conceptual and procedural knowledge using Scientific Inquiry learning model.

THE EFFECT OF MODEL SCIENTIFIC INQUIRY USING MEDIA PhET TOWARD SKILLS PROCESS OF SCIENCE VIEWED FROM CRITICAL THINKING SKILLS

The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.

A Discussion of Dawn Langan Teele’s Field Experiments and Their Critics: Essays on the Uses and Abuses of Experimentation in the Social Sciences

Experimental approaches to political science research have become increasingly prominent in the discipline. Experimental research is regularly featured in some of the discipline’s top journals, and indeed in 2014 a new Journal of Experimental Political Science was created, published by Cambridge University Press. At the same time, there are disagreements among political scientists about the limits of experimental research, the ethical challenges associated with this research, and the general model of social scientific inquiry underlying much experimental research. Field Experiments and Their Critics: Essays on the Uses and Abuses of Experimentation in the Social Sciences, edited by Dawn Langan Teele (Yale University Press 2015), brings together many interesting perspectives on these issues. And so we have invited a number of political scientists to comment on the book, the issues it raises, and the more general question of “the uses and abuses of experimentation in the social sciences.”