Revisiting Peirce's account of scientific creativity to inform classroom practice

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce's later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and...

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Veröffentlicht in:Educational philosophy and theory 2020-04, Vol.52 (5), p.524-534
Hauptverfasser: Paul Ferguson, Joseph, Prain, Vaughan
Format: Artikel
Sprache:eng
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Zusammenfassung:Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce's later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.
ISSN:0013-1857
1469-5812
DOI:10.1080/00131857.2019.1653282