Browse > Article

Children's Generating Hypotheses on the Pendulum Motion: Roles of Abductive Reasoning and Prior Knowledge  

Joeng, Jin-Su (Department of Science Education, Korea National University of Education)
Park, Yun-Bok (Department of Science Education, Korea National University of Education)
Yang, Il-Ho (Department of Science Education, Korea National University of Education)
Kwon, Yong-Ju (Department of Science Education, Korea National University of Education)
Publication Information
Journal of the Korean earth science society / v.24, no.6, 2003 , pp. 524-532 More about this Journal
Abstract
The purpose of the present study was to test the hypothesis that student's abductive reasoning skills play an important role in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on the pendulum motion and a prior knowledge test about the length of the pendulum motion were developed and administered to a sample of 5th grade children. A significant number of subjects who have the prior knowledge about the length of the pendulum motion failed to apply that prior knowledge to generate a hypothesis on a swing task. These results showed that students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability, rather than the simple lack of prior knowledge. Furthermore, children's successful generating hypothesis should be required their abductive reasoning skills as well as prior knowledge. Therefore, this study supports the notion that abductive reasoning ability beyond prior knowledge plays an important role in the process of hypothesis-generation. This study suggests that science education should provide teaching about abdctive reasoning as well as scientific declarative knowledge for developing children's hypothesis-generating skills.
Keywords
knowledge generation; hypothesis generation; pendulum motion; prior knowledge; abductive reasoning;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Kwon, Y.-J., Yang, I.-H. and Chung, W.-U., 2000, An explorative analysis of hypothesis-generation by pre-ser-vice science teachers. Journal of Korean Association for Research in Science Education, 20, 29-42
2 Peirce, C. S., 1903, The three normative science, In C. S. Peirce, Harvard Lectures on Pragmatism 1903, Bloom-inton, 196-207
3 Yang, I.-H., 2000, Effects of students' prior belief on scien-tific reasoning process in solving controlling variable tasks with computer simulation, Unpublished Doctoral Dissertation. Korea National University of Education. 120 p
4 Fisher, H. R., 2001, Abductive reasoning as a way of world making. Foundations of Science, 6, 361-383   DOI   ScienceOn
5 Kuhn, D., Amsel, E. and O'Loughlin, M., 1988, The Development of scientific thinking skills, Academic Press, San Diego, 249 p
6 Klahr, D., 2000, Explohng science: The cognition and development of discovery processes. The MFT Press, Massachusetts. 239 p
7 Hempel, C. G., 1966, Philosophy on natural science. Pren-tice-Hall, Inc., Upper Saddle River, 116 p
8 Ausubel, D. R, Novak, J. D. and Hanesian, H., 1978, Edu-cational psychology: A cognitive view (2nd ed.). Holt, Rinehart and Wmstononal, New York, 733 p
9 Gagne, E. D., Yekovich, F. R. and Yekovich, C. W., 1993, The cognitive psychology of school learning (2nd ed.). Addison Wesley Longman, Inc., New York, 512 p
10 Inhelder, B. and Kaget, J., 1958, The growth of logical thinking from childhood to adolescence. Basic Books, New York; 384 p
11 Anderson, J. R., 1995, Cognitive psychology and its impli-cations (4th ed.). W. H. Freeman and Company, New York, 519 p
12 Klahr, D. and Dunbar, K., 1988, Dual space search during scientific reasoning, Cognitive Science, 12, 1-48   DOI   ScienceOn
13 Solso, R. L., 2001, Cognitive psychology (6th ed.). A Pear-son Education Company, Needham Heights, 602 p
14 Matthews, M., 2000, lime for science education: How teaching the history and philosophy of pendulum motion can contribute to science literacy. Kluwer Aca-demic Press, New York, 439 p
15 Bamhart, C. L., 1953, The american college dictionary. Harper & Brothers, New York, 1432 p
16 Novak, J. D. and Musonda, D., 1991, A twelve-year longi-tudinal study of science concept learning. American Educational Research Journal, 28, 117-153   DOI   ScienceOn
17 Korthagen, F. and Lagerwerf, B., 1995, Levels in learning. Journal of Research in Science Teaching, 32, 1011-1038   DOI
18 Lawson, A. E., 1995, Science teaching and the develop-ment of thinking. Wadsworth Publishing Company, Bel-mont, 593 p
19 Burk, A. W., 1946, Peirces theory of abduction. Philoso-phy of Science, 13, 301-306   DOI   ScienceOn
20 Jeong, J.-S. and Kwon, Y.-J., 2001, Roles of abductive rea-soning and prior knowledge in high school students' generating biological hypotheses. 2001 NABT National Convention, Montreal, CA, November 10
21 Peirce Edition Project (ed.), 1998, The essential peirce:Selected philosophical writings (vol. 2). Indiana Univer-sity Press, Indiannpolis, 640 p
22 Giere, R. N., 1997, Understanding scientific reasoning (4thed.). Harcourt Brace College Publishers, Orlando, 309 p
23 Popper, K., 1968, The logic of scientific discovery. Harper & Row Publishers, New York. 479 p