• 한국과학교육학회지
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• 제24권4호
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• pp.731-747
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• 2004

The scientific inquiry enterprise consists of formulating hypotheses, testing hypotheses, evaluating evidence, and revising hypothesis. Scientific inquiry in the science classrooms requires students' background experience and knowledge with the phenomenon in order to ask appropriate questions, identify and define variables operationally, formulate hypotheses, and design clear and complete experiment. The ability to test hypotheses has been postulated to play a central role in cognitive processes. The purpose of this study was to analyze what the change of the quantity and quality of the hypothesis, the rejecting or accepting of the hypothesis, and the use results in the repetitional hypothesis activity experiments. To examine the problems, this study analyzed 5 classes which were designed and administered to 16 students of the 7th grade. The results of this study showed that students preferred the engineering method to scientific method and the quality of a second hypothesis got low. The quality of the hypothesis came to be higher through a repetitional hypothesis and the number of hypothesis was reduced. The results of the experiments did not play central roles in revising hypotheses and accepting or rejecting hypothesis.

• 가정과삶의질연구
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• 제26권5호
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• pp.91-107
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• 2008

This study investigated the isolation hypothesis and the buffer hypothesis of Demand-Control-Support model in relation to activity satisfaction and psychological well-being. The subjects were 300 elderly women participating in productive activity for example paid work, voluntary activity, and grancdhildren care. This research tested four hypotheses concerning the DCS model. Is there support for the isolation hypothesis, such that the lowest level of activity satisfaction is experienced by the elderly women working in an isolation situation(high demand-low control-low support)? Is there support for the isolation hypothesis, such that the lowest level of psychological well-being is experienced by the elderly women working in an isolation situation(high demand-low control-low support)? Is there support for the buffer hypothesis, i. e. interaction between demand, control, and support, indicating a buffering effect of support on the negative impact of high strain on activity satisfaction? Is there support for the buffer hypothesis, i. e. interaction between demand, control, and support, indicating a buffering effect of support on the negative impact of high strain on psychological well-being? Major results of this study were as follows. and were supported. Activity satisfaction and psychological well-being of the elderly women in isolation situation was the lowest among the sample. was supported that family support level buffered the negative impact of high strain on activity satisfaction. But was not supported. Only main effect of demand level was showed on psychological well-being.

• 한국과학교육학회지
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• 제26권5호
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• pp.637-645
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• 2006

This study reviewed and discussed the nature of scientific hypothesis described in philosophy, the philosophy of science, science, and science education. In these descriptions, a hypothesis was defined as one of five types: hypothesis as an assumption, hypothesis as a prediction, hypothesis as a tentative explanation, hypothesis as a tentative law, and hypothesis as a tentative causal explanation. Most scholars agreed that a hypothesis is a proposition or a set of propositions proposed as an explanation for an observed situation. In this view, a hypothesis is a possible answer to or an explanation of a question that accounts for all the observed facts. Also, it is a statement that explains why things happen in nature or an explanation for an observation that can be tested. In the five types of hypothesis meanings, a tentative explanation includes a tentative law and a tentative causal explanation. However, tentative laws are not explanation but description which are general statements drawn from specific experiences by way of a process known as induction. A number of studies also have distinguished hypothesis from assumption, tentative explanation, tentative law, and prediction. Therefore, a hypothesis is concluded to be a proposition or a set of propositions proposed as a tentative causal explanation for an observed situation.

• International Journal of Advanced Culture Technology
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• 제7권4호
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• pp.86-95
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• 2019

This study verified the research hypothesis by establishing a research model to achieve the purpose of empirical analysis on the relationship between O2O platform quality and personal behavioral value and relationship quality. The main results of this study are as follows. First, information quality (hypothesis 1-1), system quality (hypothesis 1-2), service quality (hypothesis 1-3), perceived product quality (hypothesis 1-4), perceived price (Hypothesis 1-5) was statistically significant, indicating a positive effect on individual behavioral value. Second, as a result of empirical analysis of the relationship between O2O platform quality and relationship quality, hypothesis 2, information quality (hypothesis 2-1), perceived product quality (hypothesis 2-4), and perceived price (hypothesis 2-5) While there was a positive effect on quality, system quality (hypothesis 2-2) and service quality (hypothesis 2-3) were not statistically significant. Third, as a result of verifying the relationship between the relationship quality and personal behavior characteristics of hypothesis 3, as the quality of personal behavior improved as the quality of relationship improved, it was required to continuously improve and strengthen the relationship quality.

• 대한안전경영과학회지
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• 제15권1호
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• pp.283-292
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• 2013

This paper aims to propose a new steps of hypothesis testing using analysis process and improvement process in the six sigma DMAIC. The six sigma implementation models proposed in this paper consist of six steps. The first step is to establish a research hypothesis by specification directionality and FBP(Falsibility By Popper). The second step is to translate the research hypothesis such as RHAT(Research Hypothesis Absent Type) and RHPT(Research Hypothesis Present Type) into statistical hypothesis such as $H_0$(Null Hypothesis) and $H_1$(Alternative Hypothesis). The third step is to implement statistical hypothesis testing by PBC(Proof By Contradiction) and proper sample size. The fourth step is to interpret the result of statistical hypothesis test. The fifth step is to establish the best conditions of product and process conditions by experimental optimization and interval estimation. The sixth step is to draw a conclusion by considering practical significance and statistical significance. Important for both quality practitioners and academicians, case analysis on six sigma projects with implementation guidelines are provided.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.49-59
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• 2008

The purpose of this study was to invent a quotient equation which could quantitatively evaluate individual's hypothesis evaluating ability. The equation was induced by the analysis of the classification types about hypothesis evaluation knowledges generated by 15 pre-service elementary school teachers and the construction of the quotient equation on hypothesis evaluating ability. The hypothesis evaluation task administered to subjects was dealt with the woodpecker behavior. The task was initiated by generating hypothesis on the following question: 'Why don't woodpecker have brain damage after pecking wood?' Subjects then were asked to design and perform experiments for testing hypothesis. Finally they were asked to evaluate their own hypothesis based on the collected, analyzed and interpreted data. The knowledges generated from their evaluating hypothesis were analyzed by 4 major categories (richness, type, level and accuracy). Then, a general equation which could quantitatively and systematically evaluate individual's hypothesis evaluating ability was invented by an inductive process. After combining all the categories the following quotient equation was proposed; '$VQ\;=\;{\sum}(TE_n\;{\times}\;AE_n)\;{\times}\;LE$'. According to this results, woodpecker task and hypothesis evaluating ability quotient equation (VQ) which invented in this study could be applied to a practical use of measuring students' ability of scientific hypothesis evaluation.

• 한국컴퓨터정보학회논문지
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• 제21권4호
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• pp.115-121
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• 2016

The purpose of this paper is to study the influence of hypersensitiveness in accident reports and usefulness on admission of atomic power generation. By the result of study we can look forward to understanding obstacles and promotion factors in constructing atomic power plants. The results of hypothesis testing can be summarized as follows: First, the hypothesis that hypersensitiveness in accident reports has a plus effect on reliability is accepted. Secondly, the hypothesis that hypersensitiveness in accident reports has a plus effect on anxiety is accepted. Thirdly, the hypothesis that reliability has a plus effect on anxiety is accepted. Fourthly, the hypothesis that reliability has a minus effect on receptiveness is accepted. Fifthly, the hypothesis that anxiety has a minus effect on receptiveness is accepted. Sixthly, the hypothesis that usefulness has a minus effect on necessity is accepted. Seventhly, the hypothesis that usefulness has a plus effect on receptiveness is rejected. Eighthly, the hypothesis that necessity has a minus effect on receptiveness is accepted.

• 한국과학교육학회지
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• 제20권4호
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• pp.667-679
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• 2000

과학적 가설의 생성은 과학적 탐구활동뿐 아니라, 개념변화과정에서 중요한 활동 중의 하나이다. 본 연구에서는 과학적 가설을 설명가설과 예측가설로 나누었고, 각각의 경우에 과학적 설명이나 과학적 예측과 어떻게 다른지를 분석 논의하였다. 또한 현상을 기술만 하고 있는 추측의 경우를 과학적 가설로 보지 않음으로서, 귀납적 일반화에 의한 보편법칙의 제안을 과학적 가설로 보지 않는다고 논의하였다. 과학적 가설의 제안에 필요한 과학적 사고로서 귀추적 사고의 특징을 논의하였으며, 그에 기초한 과학적 설명가설의 생성과정을 4단계로 제시하였다. 마지막으로 본 연구로부터 수행중인 후속 연구 방향을 제시하였다.

• 대한약학회:학술대회논문집
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• 대한약학회 2003년도 Proceedings of the Convention of the Pharmaceutical Society of Korea Vol.1
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• pp.90-90
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• 2003

Sample size calculations play an important role in bioequivalence trials. In almost all clinical trials sample size is determined by considering power under the alternative hypothesis. The alternative hypothesis is the hypothesis that we wish to prove with experiments. Hence, in bioequivalence trials the alternative hypothesis is that two formulations are bioequivalent, while the null hypothesis is that the two formulations are not bioequivalent. (omitted)

• 아동학회지
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• 제22권4호
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• pp.331-341
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• 2001

This study is to investigate whether young Korean children have understanding for testing hypothesis. Questions explored are; First, do children have notions of testing hypothesis? Or, do they just produce an effect? Second, choosing between conflicting hypotheses, can children distinguish between experiments that would produce conclusive and inconclusive evidence? For this study, 15 first grade and 15 second grade children in elementary school located in Kyunggi area near Seoul participated. Data collection and analysis were based on interviews with children for two weeks. Children were presented two conflicted hypotheses to decide which one is correct through conclusive evidence and inconclusive evidence in the interview. The results showed that children(1st: 93.3%, 2nd: 81.3%) of each grade can distinguish between hypothesis and evidence to do testing hypothesis, and distinguish between conclusive and inconclusive evidence. In conclusion, most young children have understanding of testing hypothesis based on their familiar experiences, so it was possible for them to differentiate hypothesis from evidence in certain situations.