동물학 과제에서 초등학교 예비 교사들이 생성한 과학적 가설의 구조와 유형

The Structure and Type of Scientific Hypotheses on Zoological Tasks as Generated by Prospective Elementary School Teachers

The purpose of this study was to analyze the structure and type of prospective elementary school teachers' scientific hypotheses generated on zoological tasks. The subjects were 18 prospective elementary school teachers. Four zoological hypothesis generation tasks were developed and administered to the subjects. After being presented with the zoological situations of the tasks, the subjects were asked to generate causal questions and scientific hypotheses. The scientific hypotheses were analyzed by the inductive approach. The results of this study showed that the hypotheses contained explicans and explicanda. The explicans were divided into two parts: 'what' and 'how'. In some cases, additional explanations were attached to the 'what' section. In addition, the hypotheses were classified into 9 types. The number of explicanda, the pattern of explicans, and the number of explicans were used as criteria for classification purposes. This study also discussed the implications of these findings for future directions in teaching and teaming in science education.