• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.169-179
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• 2007

We investigated the effects of hypothetical deductive experiment on students' views about the nature of science (NOS). Participants were 212 eighth graders from a middle school and they were assigned to a control group and an experimental group. Students of the control group did guided experiment in small group and students of the experimental group did hypothetical deductive experiment in small group. The results revealed that both students of the control group and the experimental group possessed similar views about NOS in a pretest. But the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest. Students who used mainly surface learning strategy within the experimental group exhibited more sophisticated views about hypothesis in the posttest. On the other hand, students who used mainly deep learning strategy within the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest.

• Journal of Science Education
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• v.43 no.1
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• pp.79-93
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• 2019

There have been great concerns on induction, deduction, abduction, and hypothetical deductive method as scientific method and logic behind the method. However, as seen from the similar logic structure of abduction and hypothetical deductive method logic, distinction of those four terms could be unclear. This study investigates statements of science instruction textbooks concerning those terms to analyze their meaning as scientific method or in the context of inquiry. For this purpose, related statements are extracted from seven textbooks to investigate the definitions and examples of those terms and relation among these terms by focusing on coherence of usage of the terms and the possibility of clear distinction among the terms. We find that those terms do not have coherent meanings in the textbooks and many statements make it hard to distinguish the meanings of the terms. Finally the origin of the confusion and educational implication is discussed.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.586-601
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• 2008

The purpose of this study was to identify the scientists' abductive reasoning in three stages of hypothetical-deductive inquiry process; generating hypothesis, designing, and interpreting data and to suggest new analytic coding frames on abductive reasoning in each of the stages. For this purpose, the interview protocols collected through in-depth interviews with eight scientists were analyzed by the early frame with sub-elements derived from the literature reviews. The need of a new frame of analysis beyond the previously established elements arose from the result of this analysis because the processes of abductive reasoning were found in all three stages. Based on scientists' interview data, this study then designed a new frame of analytic coding frames on the abductive reasoning in each of the stages. The content validity index from four experts was 0.90, and these frames showed a good fit to analyze the scientists' real process of abduction in three stages of hypothetical-deductive inquiry process.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.556-564
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• 2004

Two biology modules were developed previously for the purpose of improving creativity and scientific thinking of secondary school students. A hypothetical-deductive experimental procedure was reflected in the module when students themselves can perform a series of activities of making hypothesis and designing an experiment to solve the questions. They followed a series of scientific processes to determine some characteristics regarding plant pigments and the transport process of materials in living organisms. Four classes of 9th graders in'S' Science High School were divided into the experimental and the control group. The same contents of the modules were taught to the control group by the traditional experimental way. The students' creativity, scientific thinking, scientific inquiry skill and knowledge achievement were examined before and after the interventions. As results, the experimental groups showed more significant improvement on the areas of the students' creativity, scientific thinking, scientific inquiry skill and achievement than the control groups. Results indicated that the specially designed modules in terms of hypothetical-deductive experimental procedure were effective to improve science high school students' creativity and scientific thinking abilities.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.309-335
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• 2011

Writings of gifted students were classified by the writing analysis protocol built on the scientific inquiry process and writings of scientific journals. These writings were classified 7 types based on the existence of tentative explanations and types of conclusion. In addition the writings were classified by linear form, double linear form, supporting-conclusion form based on the number and position of writings. The characteristics of writings show that, first, the tentative explanation is located at the beginning and the drawing conclusion at the end of articles. Secondly, students prefer the linear form writing to explain their logics. Finally, supporting-conclusion writings are shown when answers of question is written only in the drawing conclusion without estimation.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.545-562
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• 2019

The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• School Mathematics
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• v.9 no.1
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• pp.99-117
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• 2007

In this paper it is discussed how children develop their logical reasoning beyond difficulties in the process of making sense of division with decimals in the classroom setting. When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics at the latter levels, it can be seen as important that the aspects of children's logical development in the upper grades in elementary school should be clarified. This study focuses on the teaching and learning of division with decimals in a 5th grade classroom, because it is well known to be difficult for children to understand the meaning of division with decimals. It is suggested that children begin to conceive division as the relationship between the equivalent expressions at the hypothetical-deductive level detached from the concrete one, and that children's explanation based on a reversibility of reciprocity are effective in overcoming the difficulties related to division with decimals. It enables children to conceive multiplication and division as a system of operations.

• Journal of the Korean Chemical Society
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• v.68 no.1
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• pp.40-53
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• 2024

The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.