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Rahmatian, Rouhollah, and Fatemeh Zarekar. "Inductive/Deductive Learning by Considering the Role of Gender—A Case Study of Iranian French-Learners." International Education Studies 9, no. 12 (2016): 254. http://dx.doi.org/10.5539/ies.v9n12p254.
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<p class="apa">This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman in 1988 was applied to form the learning styles and consequently to associate them with inductive and deductive approaches. The results led the team to set the idea which is based on the choice of induction or deduction in language learning and the gender variable that follows different directions. Consequently, in terms of the inductive approach, we find ourselves facing a rather male solicitation. A proportion of the use of this approach is also associated with women whose motivation is seen rather noticeably. Moreover, the significance is relative rather than significant in all the relationships studied in this research: males and inductive (1)/deductive learning (2); females and inductive (3)/deductive learning (4); inductive (5)/deductive (6) among Iranians.</p>
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Woiceshyn, Jaana, and Urs Daellenbach. "Evaluating inductive vs deductive research in management studies." Qualitative Research in Organizations and Management: An International Journal 13, no. 2 (2018): 183–95. http://dx.doi.org/10.1108/qrom-06-2017-1538.
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PurposeThe purpose of this paper is to address the imbalance between inductive and deductive research in management and organizational studies and to suggest changes in the journal review and publishing process that would help correct the imbalance by encouraging more inductive research.Design/methodology/approachThe authors briefly review the ongoing debate about the “developmental” vs “as-is/light-touch” journal review modes, trace the roots of the prevailing developmental review to the hypothetico-deductive research approach, and contrast publishing deductive and inductive research from the perspectives of authors, editors, and reviewers.FindingsApplication of the same developmental evaluation and review mode to both deductive and inductive research, despite their fundamental differences, discourages inductive research. The authors argue that a light-touch review is more appropriate for inductive research, given its different logic.Practical implicationsSpecific criteria for the light-touch evaluation and review of and some concrete suggestions for facilitating inductive research.Social implicationsAdvancing knowledge requires a better balance of inductive and deductive research, which can be facilitated by light-touch evaluation and review of inductive research.Originality/valueBuilding on the debate on journal publishing, the authors differentiate the evaluation and review of inductive and deductive research based on their philosophical underpinnings and draw implications of pursuing inductive research for authors, editors, and reviewers.
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Kim, Soung Min. "Inductive or deductive? Research by maxillofacial surgeons." Journal of the Korean Association of Oral and Maxillofacial Surgeons 47, no. 3 (2021): 151–52. http://dx.doi.org/10.5125/jkaoms.2021.47.3.151.
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Tulasi, Dominikus. "Dosen dan Pertumbuhan Ilmu Pengetahuan." Humaniora 4, no. 2 (2013): 1328. http://dx.doi.org/10.21512/humaniora.v4i2.3577.
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The primary purpose of this research is to know lecturers’ activities as the agent of science growth through scientific research and how they highlight a phenomenon using deductive apriory perspective and inductive aposteriory perspective. Deductive apriory perspective is a way to prove an empirical data referring to general propositions that is certain relevant theories with a unit analysis and research object. Whereas, inductive aposteriory perspective is the way oppose to deductive apriory, namely, proving in advance the empirical data on the spot, then followed by creating concepts and propositions which estuary on forming and formulating theory. In other words, deductive and inductive perspective is the binary opposition. Doing research using deductive way is the positivistic aprovident with quantitative approach generating singular truth. Doing research inductively refers to post-positivistic aprovident with qualitative approach affecting on multifaced truth. Research method used in this study is the inductive-explorative-qualitative approach, a case study using communication semiotics analysis, estuary at researcher’s internalization toward the phenomenon of lecturers’ scientific activities of Economics and Communication Faculty at Binus University. Result obtained of this study is to reconstruct researcher’s comprehension of lecturers’ scientific research accumulated in appropriate concepts and propositions using deductive-quantitative and inductive-qualitative approach in its implementation on scientific research of Economics and Communication Faculty lecturers at Binus University. Based on the result it can be concluded that applying scientific research activities of lecturers’ holistic understanding toward deductive apriory and inductive apsoteriory will generate satisfied result of a research. Improving and intensifying a phenomenon by implementing quantitative and qualitative methods rightfully, following scientific rules, will affect scientific values as expected. Whereas, in some cases, lecturers apply mixed method using quantitative and qualitative approach simultaneously in studying a phenomenon.
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Morse, Janice M., and Carl Mitcham. "Exploring Qualitatively-Derived Concepts: Inductive—Deductive Pitfalls." International Journal of Qualitative Methods 1, no. 4 (2002): 28–35. http://dx.doi.org/10.1177/160940690200100404.
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Analytic induction is a sacred tenet of qualitative inquiry. 1 Therefore, when one begins a project focusing on concept of interest (rather than allowing the concepts to emerge from the data per se), how does one maintain a valid approach? When commencing inquiry with a chosen concept or phenomena of interest, rather than with a question from the data per se about what is going on, how does one control deductive tendencies to see what one desires to see and which threaten validity? Difficulties stem from the nature of induction itself – Is analytic induction an impossible operation in qualitative research, as Popper (1963/65) suggests? In this section, we first discuss Popper's concern, followed by a discussion of two major threats that may prevent an inductive approach in qualitative research.2 The first threat is the “pink elephant paradox;? the second is the avoidance of conceptual tunnel vision or, specifically, how does the researcher decontextualize the concept of interest from the surrounding context and thereby avoid the tendency to consider all data to be pertinent to the concept of interest? As we explore each of these pitfalls, and we present methodological strategies to maintain both the integrity of the concept and the integrity of the research.
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Milaningrum, Elisabeth. "A Comparative Study on Teaching ESP Writing Using Inductive and Deductive Method in Balikpapan State Polytechnic." JSHP : Jurnal Sosial Humaniora dan Pendidikan 3, no. 1 (2019): 63–67. http://dx.doi.org/10.32487/jshp.v3i1.561.
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The objectives of this research are to know whether there is any significant difference in students’ writing achievement in Balikpapan State Polytechnic between the students who taught using inductive method and those taught using deductive method and to know which group has higher achievement, the group taught using inductive method or the one taught using deductive method. The research methodology used experimental method. The population of this research is the third semester students of mechanical engineering in Balikpapan State Polytechnic. The sampling technique used cluster random sampling and in collecting the data used a test. In analyzing the data used t-test formula. The result of the research shows that there is a significant difference in the achievement of students’ writing skill between the students taught using inductive method and those taught using deductive method. The mean of the experimental group taught using inductive method is 83 while the mean of the control group taught using deductive method is 70. It shows that the mean score of experimental group is higher than the control group. Therefore, it can be concluded that the students taught using inductive method have higher achievement than those taught using deductive. Key word: comparative, deductive method , inductive method, teaching writing
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Azungah, Theophilus. "Qualitative research: deductive and inductive approaches to data analysis." Qualitative Research Journal 18, no. 4 (2018): 383–400. http://dx.doi.org/10.1108/qrj-d-18-00035.
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Purpose The purpose of this paper is to explain the rationale for choosing the qualitative approach to research human resources practices, namely, recruitment and selection, training and development, performance management, rewards management, employee communication and participation, diversity management and work and life balance using deductive and inductive approaches to analyse data. The paper adopts an emic perspective that favours the study of transfer of human resource management practices from the point of view of employees and host country managers in subsidiaries of western multinational enterprises in Ghana. Design/methodology/approach Despite the numerous examples of qualitative methods of data generation, little is known particularly to the novice researcher about how to analyse qualitative data. This paper develops a model to explain in a systematic manner how to methodically analyse qualitative data using both deductive and inductive approaches. Findings The deductive and inductive approaches provide a comprehensive approach in analysing qualitative data. The process involves immersing oneself in the data reading and digesting in order to make sense of the whole set of data and to understand what is going on. Originality/value This paper fills a serious gap in qualitative data analysis which is deemed complex and challenging with limited attention in the methodological literature particularly in a developing country context, Ghana.
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Wardani, S., and I. W. Kusuma. "Comparison of Learning in Inductive and Deductive Approach to Increase Student’s Conceptual Understanding based on International Standard Curriculum." Jurnal Pendidikan IPA Indonesia 9, no. 1 (2020): 70–78. http://dx.doi.org/10.15294/jpii.v9i1.21155.
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This study aimed to determine the pattern of a more effective learning approach between the inductive and deductive approach in improving students’ conceptual understanding referring to the international standard curriculum on the X graders for the material property particulate subject matter. Through the deductive approach, students already have a picture/concept in their minds. But by using an inductive approach, students use their logic to understand concepts and summarize it. The research method applied in this study is a descriptive-comparative method with a triangulation analysis technique. Instruments used in the study were a questionnaire for the students, observation sheets, and three-tier diagnostic test items for pretest and posttest. The average pretest scores for deductive and inductive classes were 54.70 and 48.25, respectively. The result of the observation sheet analysis showed the deductive approach surpassed 12 points more than the inductive approach in improving the student’s learning activity. The result of the questionnaire analysis showed that 38 of 68 students prefer the learning process using deductive to inductive approach, and thought that it was suitable with the students’ characteristics. While the average posttest scores for deductive and inductive classes were 68.16 and 55.47, respectively. The analysis result of the N-Gain test towards the pretest and posttest results regarding the three-tier diagnostic test items indicated achievement of student’s conceptual understanding using a deductive approach which was 14.2225% higher than the use of the inductive approach. The Triangulation Analysis stated that the deductive approach was more effective in improving students’ conceptual understanding of Chemistry and material topics as well as material classification. While the inductive approach was more effectively applied to the topic of Particle Kinetic theory.
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Hasibah, Bibih, Euis Eti Rohaeti, and Bambang Aryan. "APPLICATION OF INDUCTIVE-DEDUCTIVE APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL COMMUNICATION AND SELF EFFICACY OF JUNIOR HIGH SCHOOL STUDENT." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 2 (2018): 70. http://dx.doi.org/10.22460/jiml.v1i2.p70-75.
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This study aims to analyze the application of inductive-deductive approach to improve the ability of mathematical communication and self efficacy of junior high school students. The design of this study is quasi experiment. The research instruments used in this research are mathematical communication ability test and self efficacy attitude scale. The population in this study is all students of SMP Negeri 1 Soreang with this research sample is 80 students of class VIII as much as two classes chosen at random. Data analysis was done quantitatively to the data of mathematic communication ability and self efficacy attitude scale. In statistical calculations using SPSS 21, the results of the study show that improving students' mathematical communication skills whose learning uses a deductive-inductive approach is better than using ordinary learning. And self efficacy of junior high school students whose learning using inductive -deductive approach is better than using ordinary learning. Keywords: Mathematical Communication Skills, Self Efficacy, Deductive-induktive approach
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Retty, Ade Novea, Martono Martono, and Teguh Sarosa. "The Effectiveness of Using Inductive Method in Teaching English Grammar." English Education 7, no. 1 (2019): 98. http://dx.doi.org/10.20961/eed.v7i1.35840.
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This article presents the research results which are: (1) there is a significant difference in grammar mastery between students taught using Inductive Method and students taught using Deductive Method; (2) Inductive Method is more effective than Deductive Method. The research method used in this research is an experimental design. This research was conducted at SMP Negeri in Surakarta in the academic year of 2017/2018. The research population is the eighth-grade students. The samples are class VIII A as the experimental group consisting 28 students and class VIII B as the control group consisting 28 students. The research instrument used to collect the data is a test. The data were analyzed by using t-test formula. The computation of the t-test shows that t observation (t<sub>o</sub>) = 2.284 is higher than t table <sub>(54. 0.05)</sub> = 2.0048. It can be concluded that there is a significant difference in grammar mastery between the students taught using Inductive Method and the students taught using Deductive Method. The mean score of the experimental group is 58.29, while the mean score of the control group is 46.86. It can be concluded that Inductive Method is more effective than Deductive Method to teach English grammar.
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Ormerod, R. J. "Rational inference: deductive, inductive and probabilistic thinking." Journal of the Operational Research Society 61, no. 8 (2010): 1207–23. http://dx.doi.org/10.1057/jors.2009.96.
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Schmuttermaier, John R., and David Schmitt. "Smoke and Mirrors: Modernist Illusions in the Quantitative versus Qualitative Research Debate." Sociological Research Online 6, no. 2 (2001): 14–22. http://dx.doi.org/10.5153/sro.591.
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The debate about the selection and proper use of theory, and their impact on validity, is actually an example of sleight of hand. It is a paradigm conflict posing as a debate about substantive issues. Within the diversionary debate, qualitative (inductive) research has been critiqued and declared a-theoretical. This paper engages with this claim and the assertions about the superiority of quantitative (deductive) research and concludes that both positions are redundant. At the outset, all research is deductive and once the data commences to be interpreted and conclusions manufactured, it proceeds as a process driven by a deductive- inductive dialectic. This dialectical manufacturing process is universal and inescapable. At best, a systematic approach to data collection and interpretation only allows for the subsequent partial deconstruction of the research construct. That construct may be valid within the confines of its own manufacturing process, but this does not open the way for claims of the imprimatur of any broader validity.
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Lambert, Susan, and Marco Montemari. "Business Model Research: From Concepts to Theories." International Journal of Business and Management 12, no. 11 (2017): 41. http://dx.doi.org/10.5539/ijbm.v12n11p41.
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The purpose of this paper is threefold. Firstly, it provides business model researchers with a structured analysis of the research that is required to enable business model theories to be developed. A schema for analyzing existing research and for discerning the research required to move towards business model theory building is proposed. The importance of conceptual research along with deductive and inductive empirical research is emphasized. Secondly, the extant business model literature is analyzed according to the research schema to highlight current gaps in the research and the progress being made towards theorization. Thirdly, opportunities for future research are identified and thematically categorized to encourage progressive cycles of conceptual-deductive-inductive research and ultimately, theorizing. The need for business model theory building, both in relation to the business model concept per se and concerning the relationships between business models and other phenomena, is the basis of this article.
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Patampang, Semuel Sanda. "PENGARUH STRATEGI PEMBELAJARAN DAN SELF-EFFICACY TERHADAP PENGETAHUAN SISWA TENTANG KONSEP DASAR EKOLOGI." IJEEM - Indonesian Journal of Environmental Education and Management 2, no. 1 (2017): 1–23. http://dx.doi.org/10.21009/ijeem.021.01.
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The purpose of this research is to know the effect of instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. This research uses an experimental method to design treatment by level 2 X 2 on the class X of the Senior High School 3 Palu. Sample of 48 students, selected using multistage random sampling, and are divided into groups. The results: (1) Knowledge of the basic concepts of ecology in students group taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (2) For a students group who have high self-efficacy, to the knowledge of the basic concepts of ecology, taught instructional strategy inductive is higher, than that taught instructional strategy deductive; (3) For a students group who have low self-efficacy, to the knowledge of basic concepts of ecology, taught instructional strategy deductive is higher, than that taught instructional strategy inductive; and (4) There is an interaction effect between instructional strategy and self-efficacy of the students’ knowledge about basic concepts of ecology. From this research, it was found that the students group who have high self-efficacy, to the knowledge of the basic concepts of ecology better taught instructional strategy inductive, while in the students group have low self-efficacy better taught instructional strategy deductive.
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Monsen, Karen A., Bonnie L. Westra, Fang Yu, Vijay Kumar Ramadoss, and Madeleine J. Kerr. "Data management for intervention effectiveness research: Comparing deductive and inductive approaches." Research in Nursing & Health 32, no. 6 (2009): 647–56. http://dx.doi.org/10.1002/nur.20354.
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Raines, Deborah A. "Research Paradigms and Methods." Neonatal Network 32, no. 6 (2013): 425–28. http://dx.doi.org/10.1891/0730-0832.32.6.425.
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A research paradigm or research tradition is a set of practices and beliefs. Whether one approaches the study of a phenomenon of concern to nursing using an inductive or deductive approach is determined by the research paradigm guiding the design of the study. This column introduces and describes characteristics of research designs in both a qualitative and a quantitative research paradigm.
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Lai, Chun, Xuedan Qi, Chan Lü, and Boning Lyu. "The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing." Language Teaching Research 24, no. 4 (2018): 496–518. http://dx.doi.org/10.1177/1362168818805265.
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This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.
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Glaser, Karen. "The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL." TESL Canada Journal 30, no. 7 (2014): 150. http://dx.doi.org/10.18806/tesl.v30i7.1158.
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A substantial part of interlanguage pragmatics (ILP) research has contrasted ex- plicit and implicit teaching designs, generally finding that explicit approaches— those featuring metapragmatic rule provision—are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Con- cerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.
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Pourmoradi, Vahid, and Sedigheh Vahdat. "The Interactive Relationship between Inductive- deductive Grammar Teaching, Gender and the Cognitive Style of Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 11 (2016): 2151. http://dx.doi.org/10.17507/tpls.0611.12.
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There has usually been hot friction on the issue of whether inductive or deductive teaching mode would be more beneficial to EFL/ESL learners; thus, this research study tried to discover the effect of inductive-deductive grammar teaching on grammar learning of Iranian male-female EFL learners with FD-FI cognitive styles. The participants were 82 freshmen EFL learners. They were between 19 to 22 years old and selected quasi- randomly from Shahid Chamran University of Ahvaz, Iran. TOEFL and GEFT tests were administered respectively to homogenize and screen them. At last, after treatment, they took a posttest. The analysis of data via independent t-test and paired samples t-test revealed no significant difference between males and females participants in grammar learning through inductive and deductive mode. Besides, results showed that deductive mode was effective in the grammar learning of all male and female participants whether the cognitive style was FD or FI. Furthermore, it was indicated that inductive approach was effective on female with FI cognitive styles, but ineffective on males with the same cognitive style.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." Intercultural Pragmatics 13, no. 4 (2016): 529–61. http://dx.doi.org/10.1515/ip-2016-0023.
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Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Tracy, Sarah J. "The Toxic and Mythical Combination of a Deductive Writing Logic for Inductive Qualitative Research." Qualitative Communication Research 1, no. 1 (2012): 109–41. http://dx.doi.org/10.1525/qcr.2012.1.1.109.
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In this article, I make a case for how the conventional deductive writing style common in top impact mainstream journals affects what we can know, how we can learn, and the extent to which qualitative methods are valued. Using case examples, I demonstrate how a deductive logic perpetuates a myth that is ethically and pedagogically problematic, constrains theory building, and invites inappropriate benchmarks for quality. Further, articulating qualitative analysis methods in a formulaic manner can actually overshadow and discourage the artistic insight of grounded analyses. The article closes with a discussion of how communication scholars are well equipped to help transform publication conventions so that qualitative methods may be presented in more flexible and expansive literary styles.
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Gordon, Lawrence A. "The Role of Data Analytics and Machine Learning in Resurrecting Inductive-Based Accounting Research." Transactions on Machine Learning and Artificial Intelligence 9, no. 2 (2021): 1–19. http://dx.doi.org/10.14738/tmlai.92.9823.
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The objective of this paper is to assess the impact of data analytics (DA) and machine learning (ML) on accounting research.[1] As discussed in the paper, the inherent inductive nature of DA and ML is creating an important trend in the way accounting research is being conducted. That trend is the increasing utilization of inductive-based research among accounting researchers. Indeed, as a result of the recent developments with DA and ML, a rebalancing is taking place between inductive-based and deductive-based research in accounting.[2] In essence, we are witnessing the resurrection of inductive-based accounting research. A brief review of some empirical evidence to support the above argument is also provided in the paper.
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M. Obeidat, Mohammad, and Moh’d A. Alomari. "The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan." International Journal of Higher Education 9, no. 2 (2020): 280. http://dx.doi.org/10.5430/ijhe.v9n2p280.
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This current study aims at investigating the impact of using inductive and deductive teaching upon EFL undergraduate students’ achievement at the Hashemite University. More specifically, the study attempts to explore the effect of using inductive and deductive approach on students’ achievement in some grammatical issues included a book adopted for teaching Grammar 2 in the Department of English Language and Literature. The research instrument used is a pre-post-test developed by the researchers. Two groups of students are chosen for the purpose of the study. Whereas the experimental group was taught through inductive approach, the controlled group was taught through the deductive approach. Results show significant differences between the means of students’ scores in the two groups on the post-test, in favor of the experimental group. Results also reveal no significant differences according to study-year, the type of school they graduated from, and gender. In light of these results, the researchers suggest some recommendations for TEFL researchers and EFL instructors.
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Farahani, Mehrdad Vasheghani. "An Investigation into Inductive and Deductive Methods in Teaching Grammar to German EFL Learners: A Comparative Study." Global Journal of Foreign Language Teaching 8, no. 2 (2018): 76–91. http://dx.doi.org/10.18844/gjflt.v8i2.3202.
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The present study was a comparative analysis of the inductive and the deductive methods in teaching English. Indeed, the major aim of the study was to compare the efficiency of these two approaches in teaching English grammar by inspecting students’ performance. To this purpose, two identical groups of German pre-service teachers were randomly selected to participate in this research. Then, two English grammar topics (future tense and conditional sentences) were taught to them by the usage of PPP method as the deductive approach and the guided discovery technique as the inductive approach. Regarding the methodology, the design of the study was comparison group design (between-subjects design) and the TTT (Test-Teach-Test) method was obtained in which a grammar pre-test and post-test comparison were executed to check the level of improvement in the students. The achieved scores in the tests indicated that both the inductive and the deductive methods were equal in terms of efficiency.
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Goodstadt, Michael S. "Alcohol Education Research and Practice: A Logical Analysis of the Two Realities." Journal of Drug Education 16, no. 4 (1986): 349–65. http://dx.doi.org/10.2190/2a14-nfbd-14hy-hwa1.
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The assumptions underlying alcohol education programs, and the impact of such programs are examined from the perspectives of inferential and deductive logic. The inconclusiveness of empirical evidence concerning program effectiveness leads to the adoption of a position of “relative agnosticism,” according to which we can compensate for our state of empirical ignorance by giving greater attention to the deductive logic implied in the assumptions underlying alcohol education. Common flaws in the deductive logic of alcohol education are identified; a series of increasingly sound underlying syllogisms is proposed, leading to the establishment of (inductively and deductively) logically sound objectives and targets for alcohol education programs. A review of existing empirical evidence concerning effectiveness of alcohol education is combined with the outcome of the deductive-logical analysis, resulting in a series of explicit, realistic, recommendations for effective alcohol programming.
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Wohlhuter, Kay A., and Penelope H. Dunham. "Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?" Mathematics Teacher 91, no. 7 (1998): 606–9. http://dx.doi.org/10.5951/mt.91.7.0606.
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In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).
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Liskaningsih, Aryati, Syifaul Gummah, and Intan Kusuma Wardani. "PERBEDAAN HASIL BELAJAR FISIKA SISWA YANG MENGGUNAKAN LKS BERORIENTASI PADA KEMAMPUAN BERPIKIR INDUKTIF DENGAN KEMAMPUAN BERPIKIR DEDUKTIF." Lensa : Jurnal Kependidikan Fisika 4, no. 2 (2016): 59. http://dx.doi.org/10.33394/j-lkf.v4i2.86.
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This study aims to determine differences in physics student learning achievement which using the worksheet oriented thinking abilityinductive with deductive. This research is experimental research (quasy experimental design). The study population was all students of class X in SMKN 3 Mataram with the study sample consisted of two classes, X GEO B and X TSM B. X GEO B class taught using worksheet oriented thinking ability inductive and X TSM B class taught using worksheet oriented thinking ability deductive. Instruments in this study using multiple-choice test. The results of post-test data analysis obtained the average value of the two classes of samples is 81.27 (X GEO B) and 72.25 (X TSM B) so obtained tcount = 3.56, while ttable = 2.00 at significance level of 5% so that the alternative hypothesis (Ha) accepted. These results show that there are differences in physics learning outcomes of students who use the worksheet oriented thinking ability inductive with deductive.
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Zalaghi, Hasan, and Mahdi Khazaei. "The Role of Deductive and Inductive Reasoning in Accounting Research and Standard Setting." Asian Journal of Finance & Accounting 8, no. 1 (2016): 23. http://dx.doi.org/10.5296/ajfa.v8i1.8148.
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<p>Accounting has been offered as an academic discipline in universities and higher education institutions for more than a century. For the first time in history, the American Institute of Accountants (AIA) puts forth efforts to compile the generally accepted accounting principles back in 1939. Since then, we have witnessed more efforts in setting accounting standards along with an expansion of the accounting theory and academic research studies. All of the mentioned efforts are signs of the fact that accounting is going through a change, from a profession into a field of science. However, one cannot claim accounting as a scientific field without justification, reasoning, and argumentation. Thereby, in this article while studying the deductive and inductive reasoning, we will elaborate their role in developing the accounting theory, setting the accounting standards, and accounting research. What has been expected from the accounting theory is to enable the standard setting authorities to deduce standards. Considering the impact of accounting theory on standard setting, the main aim of this study is to explore the role of deductive and inductive reasoning in the development of accounting theory and setting accounting standards. Furthermore, regarding the fact that accounting research is the joint connection between accounting theory and standards, the role of these reasoning approaches on the integrity of this connection is studied. This non-empirical research is based on reviewing of the existing literature.</p>
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Young, Meredith, Lara Varpio, Sebastian Uijtdehaage, and Elise Paradis. "The Spectrum of Inductive and Deductive Research Approaches Using Quantitative and Qualitative Data." Academic Medicine 95, no. 7 (2019): 1122. http://dx.doi.org/10.1097/acm.0000000000003101.
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Lloyd-Jones, Gaynor. "Design and Control Issues in Qualitative Case Study Research." International Journal of Qualitative Methods 2, no. 2 (2003): 33–42. http://dx.doi.org/10.1177/160940690300200204.
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Some methodologists have pointed to similarities between experimental method and case study research in terms of design, theory testing and development. However, little is known about how these debates inform qualitative research rationales. The use of a sequential dual case study provided an opportunity to examine these issues and their impact on the unfolding research process. The interplay of inductive and deductive approaches was evident throughout in decisions determining the nature of the research enquiry.
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Carcea, Maria Ileana, and Ana Maria Hojbota. "Applied psychology in science and research." Psihologia Resurselor Umane 7, no. 2 (2020): 70–82. http://dx.doi.org/10.24837/pru.v7i2.440.
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The purpose of the current article is to stress the demand for a new discipline of applied psychology, the psychology of scientific research, through arguments of a deductive and inductive nature. In this line, we analyze the concepts of science and research in order to define the place of the new investigation area between already established domains of psychology, introduce a thematic selection as the bases of a new direction of inquiry and describe the main problematical issues to which this new field can provide novel solutions and knowledge; the interdisciplinary aspects of scientific research as subject of scientific investigation are also discussed.
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Fadiana, Mu'jizatin, Yulaikah Yulaikah, and Lajianto Lajianto. "TIPE PEMBUKTIAN MAHASISWA CALON GURU MATEMATIKA." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 1 (2021): 351. http://dx.doi.org/10.24127/ajpm.v10i1.3443.
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The ability to prove formal mathematics is an important ability that must be mastered by undergraduate prospective mathematics teachers. However, students who are prospective mathematics teachers have difficulty in constructing proof in mathematics courses. Therefore, this study aims to explore the tendency of mathematical proof methods for prospective mathematics teachers in second year lectures. The method used in this research is quantitative descriptive research. Participants in this study were 30 prospective mathematics teachers at a tertiary institution in Tuban, East Java. The research instrument is a simple task of compiling mathematical evidence. The results of the study were analyzed using the classification of types of proof by Miyazaki, namely classifying the types of deductive and inductive reasoning. The results showed that prospective mathematics teachers had a greater tendency to use deductive reasoning than using inductive reasoning. Type A proof is the most common type of proof. In addition, around 70% of prospective teachers still experience difficulties in compiling evidentiary tasks.
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Ullmer, James H. "The scientific method of Sir William Petty." Erasmus Journal for Philosophy and Economics 4, no. 2 (2011): 1. http://dx.doi.org/10.23941/ejpe.v4i2.78.
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An understanding of the precise nature of the scientific method of Sir William Petty has proved elusive to historians of economic thought, in no small part because of a lack of Petty's own characterization of his scientific approach. This research clarifies the nature of Petty's method, as to whether it was primarily inductive or deductive, and to what extent it relied on empirical foundations. The paper employs a two-pronged analysis. First, it examines the main sources of Petty's method: the works of Sir Francis Bacon and Thomas Hobbes, and the synergistic influences of the Hartlib Circle, the Royal Society, the Dublin Philosophical Society, and the Mersenne group. Second, four of Petty's most noted contributions to political economy are deconstructed in order to identify his scientific method. This research concludes that Petty relied almost exclusively on deduction in his scientific approach and that his analysis does not reveal any inductive reasoning. When data was available, Petty constructed his economic theories on empirical foundations.
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McKAY, STEPHEN. "Response 1: Scientific Method in Social Policy Research Is Not a Lost Cause." Journal of Social Policy 40, no. 1 (2010): 21–29. http://dx.doi.org/10.1017/s0047279410000589.
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In ‘Generalisation and phronesis’, Paul Spicker argues that the methodology of empirical research in social policy would be improved by drawing on Aristotle's concept ofphronesis(φρόνησις) – which is generally translated as practical wisdom or prudence. He argues against versions of generalisation that rely on cause-and-effect, whether through deductive or inductive means. He maintains, however, that social policy research must still aim at making generalisations, for which he recommends the application of phronesis.
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Awuzie, Bankole, and Peter McDermott. "An abductive approach to qualitative built environment research." Qualitative Research Journal 17, no. 4 (2017): 356–72. http://dx.doi.org/10.1108/qrj-08-2016-0048.
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Purpose Qualitative researchers are often confronted with a dilemma of selecting an appropriate approach within which to situate their research. This has led to successive attempts by qualitative researchers in the built environment (BE) to combine two dominant approaches – deductive and inductive; in the conduct of their inquiry. Such attempts can be traced to the poor comprehension of the abductive approach. The purpose of this paper is to elucidate the principles of the abductive approach and illustrate its applicability within the context of BE qualitative research. Design/methodology/approach In this study, an illustrative case study is used to depict the usefulness of the abductive approach in BE research. The case relied upon is a recently completed study of an infrastructure delivery system and an assessment of the system’s ability to deliver on socio-economic sustainability objectives. Findings It was established that extant theories, particularly those with a history of provenance, could be used as a basis for the development of testable propositions for assessing certain phenomena, qualitatively. However, the manner in which these propositions are utilised under an abductive approach is pivotal to the generation of credible findings. Research limitations/implications It is expected that the findings of this paper would create awareness among researchers on the relevance of an abductive approach to qualitative research. Originality/value This study makes an authentic contribution towards resolving the challenge confronting qualitative researchers within the BE discipline as it pertains to selecting between deductive and inductive approaches. In this case, an abductive approach is suggested and its modalities shown through a comprehensive study.
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Williams, Pamela Holtzclaw, Lynne S. Nemeth, Jennifer E. Sanner, and Lorraine Q. Frazier. "Thematic Analysis of Cardiac Care Patients’ Explanations for Declining Contribution to a Genomic Research-Based Biobank." American Journal of Critical Care 22, no. 4 (2013): 320–27. http://dx.doi.org/10.4037/ajcc2013838.
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Background Health care delivery systems increasingly ask patients to contribute biological samples for future genomic-based health research during critical care admissions, as the result of genome-based research requirements of unprecedented large sample sizes. Few reports describe patients’ perceptions and responses to actual biobanking approaches in clinical settings. A qualitative study was conducted to explore 568 cardiac care patients’ explanations of why they declined to contribute their samples to a future genomic research biobank. Objectives To (1) identify themes emerging from explanations for declining contribution to the research biobanking initiative and (2) determine how the content informs the stewardship conceptual framework that addresses evidence-based clinical ethics practices in genomic and genetic research biobanking. Methods This qualitative study used an analytic method that combines inductive and deductive approaches to identify themes in patients’ explanations for declining to contribute to a research biobank initiative. The hybrid design has relevance to health services research that seeks to develop taxonomy, themes, and theory. Results Inductive approaches showed that themes of intrusion and autonomy dominated explanations. Deductive approaches affirmed previously proposed elements of a stewardship conceptual framework that addresses ethics in biobanking. Conclusion Research in understanding patients’ perceptions can guide nursing and biobank practices in developing best practices.
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Ndemo, Zakaria, Fred Zindi, and David Mtetwa. "Mathematics Undergraduate Student Teachers’ Conceptions of Guided Inductive and Deductive Teaching Approaches." Journal of Curriculum and Teaching 6, no. 2 (2017): 75. http://dx.doi.org/10.5430/jct.v6n2p75.
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This contribution aimed at developing an understanding of student teachers’ conceptions of guided discoveryteaching approaches. A cross-sectional survey design involving eleven secondary mathematics teachers who hadenrolled for an in-service mathematics education degree was used to address the research question: What areundergraduate student teachers’ conceptions of deductive and inductive teaching approaches? Task-based interviewswere used in conjunction with oral interviews as settings for unravelling students’ conceptions of the two teachingapproaches. Drawing in part from Ausbel’s learning theory and Tall’s notion of a met-before, the study also aimed atassessing the students’ level of grasp of fundamental limitation of empirical explorations despite many benefitsassociated with them such as helping in identifying patterns, use in formulation and communicating of conjecture,and providing insights on what needs to be solved. Verbatim transcriptions from follow up interviews and textualdata from task based interviews were subjected to directed content analysis to infer meaning about students’conceptions of guided teaching approaches. Qualitative data analysis using in part Robert Moore’s notion of conceptusage uncovered conceptual limitations that include inconsistencies in student teachers’ definitions of the teachingapproaches, use of specific examples instead of arbitrary mathematical objects in illustrating analytic teaching.Limitations identified should be given attention by mathematics educators in order to increase understanding of theapproaches among teachers. Research studies into factors contributing to limitations identified can go a long way inimproving the teaching and learning of school mathematics.
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van Lill, J. B. "Tradisionele navorsingsielkunde se epistemologiese verleentheid." South African Journal of Psychology 19, no. 3 (1989): 153–61. http://dx.doi.org/10.1177/008124638901900306.
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The epistemological embarrassment of traditional research psychology. Although psychology's traditional research methodology and philosophy of science have over the years been blamed by various authors for the inadequate knowledge of humankind, I demonstrate in the present article that psychology's epistemological problems more probably stem from higher order metatheoretical assumptions. On this metatheoretical level (called ‘justificationism’ here) the concepts of knowledge, proof and authority are confused and equated. A statement is not regarded as knowledge unless the necessary proof is furnished and an appeal is made to the correct authority. In traditional research psychology the empirically observable is taken to be the source and criterion of knowledge and it is accepted that a researcher should move from empirically observable phenomena to knowledge by means of deductive and inductive arguments. To the great embarrassment of the supporters of justificationism the assumptions that the empirically observable or traditional logic in the form of deductive and inductive arguments lead to indisputable knowledge, cannot be justified on logical or empirical grounds. Consequently it also cannot be accepted that knowledge gathered under the banner of justificationism is indisputable.
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Aryal, UR, and K. Khanal. "Sharing the Ideas of Meta – Science to Improve Quality of Research." Kathmandu University Medical Journal 11, no. 1 (2014): 75–77. http://dx.doi.org/10.3126/kumj.v11i1.11032.
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Meta-Science is an interdisciplinary science which provides plenty of oppurtunity to cooperate on better understanding of micro-social dimension of science. It plays vital role to justify the conclusion, which helps to improve quality of research as well as to health services. There are various applications of meta-science for improving quality of research namely: applying theories of philosophy and different disciplines, the use of triangulation, inductive and deductive reasoning, ethical issues and finally fundamentals of scientific research. DOI: http://dx.doi.org/10.3126/kumj.v11i1.11032 Kathmandu University Medical Journal Vol.11(1) 2013: 75-77
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Ebaid, Ana Augusta Rodrigues Westin. "A LÓGICA DEDUTIVA SOB A ÓTICA DA INTERPRETAÇÃO JURÍDICA E DA TEORIA DA DECISÃO." Colloquium Humanarum 08, no. 1 (2011): 16–21. http://dx.doi.org/10.5747/ch.2011.v08.n1.h095.
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This paper discusses the application of deductive logical reasoning in the interpretation and legal decision, focusing on legal positivism and its base of constitution in a democratic state. The study aims to examine the contours of legal positivism from the perspective of one of its biggest critics: the philosopher Chaïm Perelman. The investigation begins with the study of deductive and inductive logic, examining its relationship with the law, to achieve a legal theory that reaches the philosophical and political ideals of a democratic state. The research indicates that despite the logical deductive method to develop as an important tool in the legal world, it is not enough to express adequately a complex system that involves, above all, values whose goal is to achieve the realization of justice.
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Warsito, Warsito. "PERBEDAAN HASIL BELAJAR KOGNITIF FISIKA DENGAN STRATEGI TIPE PREDICTION GUIDE PADA PENDEKATAN INDUKTIF DAN DEDUKTIF PADA POKOK BAHASAN GETARAN DAN GELOMBANG KELAS VIII SMP N 5 DEPOK." Journal of Teaching and Learning Physics 3, no. 2 (2018): 1–6. http://dx.doi.org/10.15575/jotalp.v3i2.6551.
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This study aims to determine differences in cognitive physics learning outcomes with Prediction Guide type strategies on deductive and inductive approaches in SMP N 5 Depok. This type of research is a quasi-experimental study using a pretest-posttest experimental design. The sample in this study was determined by random cluster sampling technique. The population of this study was all students of class VIII of SMP Negeri 5 Depok, and the sample was 36 students from class VIII A as an experimental class given teaching with a deductive approach and 36 students from class VIII B as a control class given teaching with an inductive approach. The hypothesis testing method used is independent sample t-test. The results of this study indicate that there is no significant difference in the improvement of students' cognitive learning outcomes between the experimental class and the control class.
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Liu, Linlin. "English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches." Studies in English Language Teaching 8, no. 3 (2020): p138. http://dx.doi.org/10.22158/selt.v8n3p138.
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This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.
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Baird, Martha B., and Pamela G. Reed. "Liminality in Cultural Transition: Applying ID-EA to Advance a Concept Into Theory-Based Practice." Research and Theory for Nursing Practice 29, no. 1 (2015): 25–37. http://dx.doi.org/10.1891/1541-6577.29.1.25.
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As global migration increases worldwide, nursing interventions are needed to address the effects of migration on health. The concept of liminality emerged as a pivotal concept in the situation-specific theory of well-being in refugee women experiencing cultural transition. As a relatively new concept in the discipline of nursing, liminality is explored using a method, calledID-EA, which we developed to advance a theoretical concept for application to nursing practice. Liminality in the context of cultural transition is further developed using the five steps of inquiry of the ID-EA method. The five steps are as follows: (1) inductive inquiry: qualitative research, (2) deductive inquiry: literature review, (3) synthesis of inductive and deductive inquiry, (4) evaluation inquiry, and (5) application-to-practice inquiry. The overall goal of this particular work was to develop situation-specific, theory-based interventions that facilitate cultural transitions for immigrants and refugees.
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Irawati, Erna. "Freshmen's Perception on Inductive Approach through PPP (Presentation, Practice, Production) Phase in Their First Speaking Class." Journal of English Education Studies 1, no. 1 (2018): 42–46. http://dx.doi.org/10.30653/005.201811.15.
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This research investigates freshmen’s perception on inductive approach through PPP phase in their first speaking class. The researcher tries to integrate the previous students learning experience that were accustomed to the deductive approach with the inductive approach as the solution by implementing the PPP phase. The research is based on qualitative approach with descriptive method. 38 first semester students from English Education Study Program of teacher Training and Education Faculty, Universitas Mathla’ul Anwar Banten were assigned as participants. Questionnaire was evaluated to get insight about freshmen’s perception on Inductive Approach through PPP phase in their first speaking class. As a result, the study reveals that the student's response to all aspects of learning get a high response, 83.11% for inductive approach, 95.39% for PPP phase, and 100% for speaking activity. As the final remark, this means that students give a positive response on inductive approach through PPP phase in their first speaking class with the average score of all aspects 92.84%.
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Scambler, Graham. "Qualitative and quantitative methodologies in comparative research: An integrated approach?" SALUTE E SOCIETÀ, no. 2 (July 2010): 19–34. http://dx.doi.org/10.3280/ses2010-su1003.
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This paper starts by characterizing conventional notions of quantitative ‘versus' qualitative research and considers their potential displacement by ‘mixed-methods' research. The claim that mixed-methods research is necessarily an advance on its predecessors is critiqued. Using a critical realist approach favouring retroductive and abductive rather than inductive and deductive research strategies, it is suggested that the theoretical dimension implicit in all research is too often neglected. It is further contended that ‘making a case' empirically amounts to much the same things as ‘making a case' theoretically. More ‘metareflection' is commended. Brief references is made to the literature on health inequalities to add some flesh to the bones of the argument.
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Hatta, Taichi, Keiichi Narita, Kazuhiro Yanagihara, Hiroshi Ishiguro, Toshinori Murayama, and Masayuki Yokode. "Crossover Mixed Analysis in a Convergent Mixed Methods Design Used to Investigate Clinical Dialogues About Cancer Treatment in the Japanese Context." Journal of Mixed Methods Research 14, no. 1 (2018): 84–109. http://dx.doi.org/10.1177/1558689818792793.
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The convergent mixed methods design is a common mixed methods research strategy; however, a challenge arises when data are collected concurrently but not analyzed completely independently due to overlapping research aims or certain styles of reasoning. The aims of this study were to (1) implement a crossover-tracks analysis in a convergent design wherein qualitative and quantitative strands were intertwined and informed each other and (2) examine a working hypothesis about the relationship between temporal change in clinical dialogues to examine the strength of patients’ motivation to participate in a clinical consultation. Using hypothetico-deductive method, the dynamic analytical approach shifted between inductive and deductive approaches. The qualitative and quantitative results were merged, and a joint-display depicted the relation for the final interpretation.
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Peng, Jian, Yi’na Hu, Jianquan Dong, et al. "Linking spatial differentiation with sustainability management: Academic contributions and research directions of physical geography in China." Progress in Physical Geography: Earth and Environment 44, no. 1 (2019): 14–30. http://dx.doi.org/10.1177/0309133319878107.
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Physical geography focuses on the Earth surface system and is dedicated to revealing how people affect the environment and how the environment reacts to people. Based on its characteristic spatial cognitive perspective, the inductive–deductive combined approach, and the comprehensive research paradigm that integrates multiple elements, processes, and scales, physical geography always provides an important scientific basis for understanding human–nature interactions and solving sustainable development issues in different eras. Putting theory into practice, physical geography plays a pivotal role in realizing the UN Sustainable Development Goals and China’s goal of ecological civilization. At present, China is in a stage of rapid socio-economic development and global conditions are changing more quickly than ever. Based on its disciplinary characteristics and traditional advantages, physical geography in China should always develop around social needs and play an increasing role in resource- and environment-related policies and outreach. Future development of physical geography as a discipline in China is expected, taking spatial cognition as the basic perspective and human–nature interaction as the core content, along with the combination of deductive and inductive approaches and the strengthening of interregional integration, all under the goal of sustainability. Considering the shared environmental challenges and the complexity of interconnections between countries in the context of globalization, the academic exploration and practice of physical geography in China have been providing scientific support for the sustainable development of China and beyond.
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Alavi, Hamed, and Patrycja Hąbek. "Addressing Research Design Problem in Mixed Methods Research." Management Systems in Production Engineering 21, no. 1 (2016): 62–66. http://dx.doi.org/10.2478/mspe-10-01-2016.
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Abstract Alongside other disciplines in social sciences, management researchers use mixed methods research more and more in conduct of their scientific investigations. Mixed methods approach can also be used in the field of production engineering. In comparison with traditional quantitative and qualitative research methods, reasons behind increasing popularity of mixed research method in management science can be traced in different factors. First of all, any particular discipline in management can be theoretically related to it. Second is that concurrent approach of mixed research method to inductive and deductive research logic provides researchers with opportunity to generate theory and test hypothesis in one study simultaneously. In addition, it provides a better justification for chosen method of investigation and higher validity for obtained answers to research questions. Despite increasing popularity of mixed research methods among management scholars, there is still need for a comprehensive approach to research design typology and process in mixed research method from the perspective of management science. The authors in this paper try to explain fundamental principles of mixed research method, its typology and different steps in its design process.
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Malicky, David M., James G. Kohl, and Ming Z. Huang. "Integrating a Machine Shop Class into the Mechanical Engineering Curriculum: Experiential and Inductive Learning." International Journal of Mechanical Engineering Education 38, no. 2 (2010): 135–46. http://dx.doi.org/10.7227/ijmee.38.2.5.
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Research has demonstrated that inductive learning promotes deep knowledge structures, critical thinking and intellectual development. Industrial employers seek graduates with integrated knowledge and hands-on skills. This paper shows how a project-oriented machine shop practice course has been integrated with other courses, following an active and inductive learning model. Specific projects included a fast-return actuator, a simple acoustic guitar, a compressed-air engine and a catapult. These projects were chosen and executed to interface with concurrent and future courses, adding depth, ownership, enthusiasm and an experiential basis for the entire learning experience. Assessment data indicate high course value and support for future coursework. This model transforms the traditional, deductive learning model into inductive and active learning.
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Huusko, L., S. Sjöberg, A. Ekström, E. Hertfelt Wahn, and S. Thorstensson. "First-Time Fathers’ Experience of Support from Midwives in Maternity Clinics: An Interview Study." Nursing Research and Practice 2018 (November 8, 2018): 1–7. http://dx.doi.org/10.1155/2018/9618036.
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Background. Research shows that first-time fathers want to take part in preparation for birth and parenthood but they describe being excluded by health professionals. Aim. The aim of this study was to illustrate first-time fathers’ experiences of support from midwives in maternity clinics as a step in the validation of “The Father Perceived-Professional-Support” (The FaPPS) scale. Methods. A qualitative content analysis with an inductive and deductive approach was used; seven first-time fathers were strategically selected and interviewed. In the inductive part the following open question was asked: “How did you perceive the support from the antenatal midwife/midwives?” In the deductive part, the fathers were asked to respond to the FaPPS scale, in order to receive their thoughts and understanding of the scale, inspired by the “Think-aloud” method. Findings. The inductive results showed two main categories: Experience of not knowing what support they needed and Experience of being excluded. The fathers found support from other fathers in parental education classes, but they lack time to discuss. Overall it seems as if the fathers answered both from their own perspective and from the mothers’ perspective. This was not evident in the deductive results. The FaPPs scale should therefore include professionals’ ability to strengthen social support from other first-time fathers and professionals’ ability to offer support to the mother. Conclusion and Clinical Implications. The fathers experienced exclusion both by themselves and also by midwives. Midwives should offer both parents the opportunity to pose questions. It is important for expectant fathers that time for discussion is planned in parental education classes. The FaPPS scale is useful but needs further development. Parts of our result are in line with earlier research, for decades; therefore it is necessary to focus more on support for fathers.