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  1. Revisiting Peirce’s account of scientific creativity to inform classroom practice.Joseph Paul Ferguson & Vaughan Prain - 2020 - Educational Philosophy and Theory 52 (5):524-534.
    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 (...)
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