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The deductive argument is called an explanation, its premisses are called the explanans (L: explaining) and the conclusion is called the explanandum (L: to be explained). Depending on a number of additional qualifications, an explanation may be ranked on a scale from potential to true. Not all explanations in science are of the D-N type, however.
The scientific method is an iterative, cyclical process through which information is continually revised. [47] [48] It is generally recognized to develop advances in knowledge through the following elements, in varying combinations or contributions: [49] [50] Characterizations (observations, definitions, and measurements of the subject of inquiry)
The community of inquiry (CoI) [1] is a concept first introduced by early pragmatist philosophers C.S.Peirce [2] and John Dewey, concerning the nature of knowledge formation and the process of scientific inquiry.
Inductive reasoning refers to a variety of methods of reasoning in which broad generalizations or principles are derived from a set of observations. [1] [2] Unlike deductive reasoning (such as mathematical induction), where the conclusion is certain, given the premises are correct, inductive reasoning produces conclusions that are at best probable, given the evidence provided.
An inquiry (also spelled as enquiry in British English) [a] [b] is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem.A theory of inquiry is an account of the various types of inquiry and a treatment of the ways that each type of inquiry achieves its aim.
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education , which generally relies on the teacher presenting facts and their knowledge about the subject.
A would-be theory that makes no observable predictions is not a scientific theory at all. Predictions not sufficiently specific to be tested are similarly not useful. In both cases, the term "theory" is not applicable. A body of descriptions of knowledge can be called a theory if it fulfills the following criteria:
On their view, "approach" is the most general term. It can be defined as "a way or direction used to address a problem based on a set of assumptions". An example is the difference between hierarchical approaches, which consider one task at a time in a hierarchical manner, and concurrent approaches, which consider them all simultaneously.