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http://dx.doi.org/10.14697/jkase.2006.26.2.258

The practical use of process skill and the perception about hypothesis by secondary school science teachers  

Kim, Ji-Young (Ewha Womans University)
Kang, Soon-Hee (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.2, 2006 , pp. 258-267 More about this Journal
Abstract
The purpose of this study was to investigate the practical use of process skill under the seventh curriculum at secondary school and teachers' perceptions about hypothesis. Two hundred and twenty-two secondary science teachers responded to a survey. Among all process skills, data interpretation was found to be used most frequently by science teachers. The second most-commonly utilized skill was conclusion, and the least employed skill was hypothesis formation followed closely by data transformation. In addition to these results, the most difficult process skill practised by science teachers was hypothesis formation, followed by data transformation, and controling variables. A majority of science teachers (63.1%) properly defined hypothesis, but only a significant number (5.0%) chose the correct example about hypothesis in real-world contexts. More than ninety percent of science teachers believed the skill of hypothesis formation could be put to use in junior high to senior high school, but practical use of the skill, was too difficult for the science class
Keywords
process skill; hypothesis formation; science teacher' perception; hypothesis' definition;
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