This study aims to understand scientific inference for the evolutionary procedure of Continental Drift based on abductive inference, which is important for creative inference and scientific discovery during problem solving. We present the following two research problems: (1) we suggest a scientific inference procedure as well as various strategies and a criterion for choosing hypotheses over other competing or previous hypotheses; aspects of this procedure include puzzling observation, abduction, retroduction, updating, deduction, induction, and recycle; and (2) we analyze the “theory (...) of continental drift” discovery, called the Earth science revolution, using our multistage inference procedure. Wegener’s Continental Drift hypothesis had an impact comparable to the revolution caused by Darwin’s theory of evolution in biology. Finally, the suggested inquiry inference model can provide us with a more consistent view of science and promote a deeper understanding of scientific concepts. (shrink)

The state of geoscience education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. Part of the reason for this is that geology is seen as a “derivative” science as compared to its “experimental” counterparts (for instance, physics and chemistry). However, with current global issues facing the populations of the world (climate change, scarcity of clean water, increasing fossil fuel usage), being geoscience literate is a must. We will (...) show that, in fact, the geological sciences have their own philosophical structure, being both historical and hermeneutic, and it is the structure that makes the teaching of the geosciences for addressing such global issues advantageous. In addition, we will explore the use of historical controversies as a pedagogical tool for geoscience instruction. The history of geology is rife with controversy and the use of such a strategy has been shown to be effective for developing students’ interest in the content, sharpening critical thinking skills, as well as emphasizing the nature of science. This chapter consolidates the knowledge base by describing the structure of the geosciences in terms of its philosophical, theoretical, and cognitive frameworks. It highlights four geoscience controversies in terms of these frameworks, all the while reviewing the literature for the use of HPS in geoscience teaching. Finally it contains recommendations for possible future directions for geoscience education research within this context. (shrink)