Browse > Article

The Effects of Offering Similar Experiences for Hypothesis-Generation Based on Abduction  

Park, Eun-Mi (Ewha Womans University)
Kang, Soon-Hee (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.3, 2006 , pp. 356-366 More about this Journal
Abstract
The purpose of this study was to investigate the effects of offering similar experiences for hypothesis-generation based on abduction. Two hundred and seventy eight students in Seoul(8th and 10th grades) were requested to propose causal questions and generate hypotheses after observing an unfamiliar situation. Then, after having been presented numerous similar experimental situations to initial situation, the students were asked to regenerate a hypothesis. When the $X^2$ analysis was done to determine differences in hypothesis generation before and after offering the similar experimental situations, a meaningful difference appeared(p<.001). This study proposes that offering similar experimental situations ease hypothesis-generation based on abductive reasoning. Additionally, the second meaningful difference was discovered when the $X^2$ analysis was carried out to find differences in causal question proposal and hypothesis generation among students who had varied cognitive levels(p<.05) Considering the findings of the study, a progressive stage offering similar scenarios may further abductive reasoning while implementing lessons related to hypothesis generation in middle and high school.
Keywords
hypothesis-generation; abductive reasoning; abduction; similar experiencess' definition;
Citations & Related Records
연도 인용수 순위
  • Reference
1 권용주, 정진수, 박윤복, 강민정 (2003a). 선언적 과학 지식의 생성 과정에 대한 과학철학적 연구. 한국과학교육학회지, 23(3), 215-228
2 박종원 (2001). 학생의 과학적 설명가설의 생성과정 분석 -대학생의 반응 분석을 중심으로-. 한국과학교육학회지, 21(3), 609-621
3 Fisher, H. R. (2001). Abductive reasoning as a way of worldmaking. Foundations of Science, 6, 361-383   ScienceOn
4 Lawson, A. E. (1999). What should students learn about the nature of science and how should we teach it. Journal of College Science Teaching, 28(6), 401-411
5 Peter, S. (1992). Children's language and assessing their skill in formulating testable hypotheses. British Educational Research Journal, 18(1), 73-85   ScienceOn
6 Peirce Edition Project (Ed.). (1998). The essential Peirce: Selected philosophical writings, (volume II), Indianapolis, ID: Indiana University Press
7 권용주, 정진수, 박윤복, 양일호 (2003b). 수증기 응결에 관한 초등학생들의 가설 생성에서 귀추의 역할과 과정. Jour. Korean Earth Science Society, 24(4), pp. 250-257
8 정진수 (2004). 과학적 가설 생성에 대한 삼원 귀추 모형의 개발과 적용. 한국교원대학교 박사학위 논문
9 Hanson, N. R. (1995). 과학적 발견의 패턴: 과학의 개념적 기초에 관한 탐구. (송진웅.조숙경 역). 서울: 민음사(원저 1958 출판)
10 김성도 (1998). 현대 기호학 강의. 서울: 민음사
11 Lawson, A. E. (2002). What does Galileo's discovery of Jupiter's moons tell us about the process of scientific discovery? Science and Education, 11, 1-24   ScienceOn
12 White, B. (2004). Reasoning Maps: A generally applicable method for characterizing hypothesis-testing behaviour. Science Education, 26(14), 1715-1731
13 Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing Company
14 Paavola, S. (2004). Abduction as a logical and methodology of discovery: The importance of strategies. Foundation of Science, 9, 267-283
15 Germann, P. J., Odom, A. L? Aram, R., & Burke, G. (1996). Student performance on asking questions, identifying variables, and formulating hypotheses. School Science and Mathematics, 96(4), 192-201
16 Whenham, M (1993) The nature and role of hypotheses in school investigations. International Journal of Science Education, 15(3), 231-240   ScienceOn
17 박종원 (2000). 학생의 과학적 설명가설의 생성과정 분석 -과학적 가설의 정의와 특성을 중심으로 . 한국과학교육학회지, 20(4), 667-679