Browse > Article
http://dx.doi.org/10.14697/jkase.2014.34.4.0375

Middle School Students' Evaluation of Scientific Information: From the Perspective of Hypothetico-deductive Reasoning  

Lee, Eun Mi (Surak Middle School)
Kang, Nam-Hwa (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.4, 2014 , pp. 375-383 More about this Journal
Abstract
The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.
Keywords
scientific reasoning; information evaluation; scientific literacy;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Phillips, L. M., & Norris, S. P. (1999). Interpreting popular reports of science. What happens when the reader's world meets the world on paper? International Journal of Science Education, 21(3), 317-327.   DOI   ScienceOn
2 Ratcliffe, M. (1999). Evaluation of abilities in interpreting media reports of scientific research. International Journal of Science Education, 21(10), 1085-1099.   DOI
3 Ryu, H., & Choi, K. (2010). Perception survey on characteristics of scientific literacy for global science-technolodgy-society for secondary school students. Journal of the Korea Association for Science Education, 30(6), 850-869.   과학기술학회마을
4 Shin, D., & Ro, K. (2002). Korea students' achievement in scientific literacy. Journal of the Korea Association for Science Education, 22(1), 76-92.
5 AAAS (American Association for the Advancement of Science). (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
6 Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Eduation, 87(3), 352-377.
7 Cho, H., Kim, H., Yoon, H., & Lee, K. (2011). Theory and application of science education. Seoul: Kyoyookbook Publication Co.
8 Choe, I. (2005). A study on modelling readability formulas for reading instruction system. Journal of the Korean Society for Information Management, 22(3), 213-232.   과학기술학회마을   DOI   ScienceOn
9 Chung, Y., & Choi, J. (2007). An assessment of the scientific literacy of secondary school students. Journal of the Korea Association for Science Education, 27(1), 9-17.   과학기술학회마을
10 McClune, B., & Jarman, R. (2010). Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework. International Journal of Science Education, 32(6), 727-752.   DOI   ScienceOn
11 Chung, Y., & Lee, J. (2010). The Scientific Literacy of Secondary School Students by TBSL(Test of Basic Scientific Literacy) and SLT(Scientific Literacy Test). Journal of the Research Institute of Curriculum Instruction, 14(3), 669-680.   DOI
12 DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.   DOI   ScienceOn
13 Elliott, P. (2006). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Jouran of Science Education, 28(11), 1245-1265.   DOI   ScienceOn
14 Gao, L., Kim, E., Moon, G., Kim, S., & Krajcik, J. (2012). Exploration of Science Teachers' Informal Mentoring Experience in their First Years and their Professional Development. Journal of the Research Institute of Curriculum Instruction, 16(2), 517-537.   DOI
15 Giere, R. N., Bickle, J., & Mauldin, R. F. (2006). Understanding scientific reasoning. Belmont, CA: Wadsworth.
16 Hacking, I. (1983). Representing and Intervening. New York, NY: Cambridge University Press.
17 Hogan, K., & Maglienti, M. (2001). Comparing the epistemological underpinning of students'and scientists' reasoning about conclusions. Journal of Research in Science Teaching, 38(6), 663-687.   DOI   ScienceOn
18 Hong, S., & Woo, A. (2009). An assessment of the scientific literacy and pseudoscience belief of high school and university students. Journal of Learner-Centered Curriculum and Instruction, 9(3), 331-346.
19 Korpan, C. A., Bisanz, G. L., Bisanz, J., & Henderson, J. M. (1997). Assessing literacy in science: evaluation of scientific news briefs, Science Education, 81(5), 515-532.   DOI
20 Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499-1521.   DOI   ScienceOn
21 Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: King's College London.
22 MEST (Ministry of Education, Science, & Technology). (2011). Science curriculum. MEST Notification No. 2011-361, Supplement 9.
23 National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
24 National Research Council (2012). A framework for K-12 science education: Practice, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
25 National Science Teacher Association (1982). Science, technology, society: Science education for the 1980's. Washington, DC: national Science Teachers Association.
26 Norris, S., & Phillips, L. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31, 947-967.   DOI   ScienceOn
27 Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.   DOI   ScienceOn
28 Organization for Economic Co-operation and Development (OECD) (2009). PISA 2009 assessment framework-Key competencies in reading, mathematics and science. Paris: Author.
29 Park, J. (1998). The role of deductive reasoning in scientific activities. Journal of the Korea Association for Science Education, 18(1), 1-17.   과학기술학회마을
30 Lee, M. (2009). Toward to the definition of 'Scientific Literacy'. Journal of the Korean Society of Elementary Science Education, 28(4), 487-494.
31 Lee, M., & Kim, J. (2004). An international comparative study of science curriculum. Journal of the Korea Association for Science Education, 24(6), 1082-1093.   과학기술학회마을