• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.722-730
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• 2004

The purpose of this study was to test the notion that the inter-individual difference in hypothesis-generating is presumably detected by differentiating subjects' EEG correlation patterns of the prefrontal lobes. To test the notion of the inter-individual difference by EEG analysis, eight healthy undergraduate volunteers' EEG signals on the prefrontal lobes were recorded during hypothesis-generating and resting with eyes-closed condition. Their EEG signals were analyzed by time durations and transformed into correlation patterns. The results showed that subjects' EEG correlation patterns during hypothesis-generating were significantly different among individuals. In addition, the EEG correlation patterns were decreased during hypothesis-generating thinking. Furthermore, subject's EEG correlation showed a fluctuationpattern through-out hypothesis-generating, which is presumably caused by the difference of subjects' thinking activities in hypothesis-generating. This study also suggests a possibility that student's scientific thinking ability and the difficulty of scientific knowledge generating may be measured by the analysis of subject's EEG correlation pattern of the prefrontal lobes.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.137-149
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• 2016

The purpose of this study is to develop a descriptive paper test item which can evaluate elementary school students' HGA (scientific Hypothesis Generating Ability) and to propose a counting formula that can easily assess student's HGA objectively and quantitatively. To make the test item can possibly evaluate all the students from 6th graders to 3rd graders, the 'rabbit's ear' item is developed. Developed test item was distributed to four different elementary schools in Seoul. Total 280 students who were in the 6th grade solved the item. All the students' reponses to the item were analyzed. Based on the analyzed data evaluation factors and evaluation criteria are extracted to design a Hypothesis Generating ability Quotient (HGQ). As the result 'Explican's Degree of Likeness' and 'Hypothesis' Degree of Explanation' are chosen as evaluation factors. Also precedent evaluation criteria were renewed. At first, Explican's Degree of Likeness evaluation criterion was turned four levels into three levels and each content of evaluation criterion is also modified. Secondly, new evaluation factor 'Hypothesis' Degree of Explanation' was developed as combined three different evaluation criteria, 'level of explican', 'number of explican' and 'structure of explican'. This evaluation factor was designed to assess how the suggested hypothesis can elaborately explain the cause of one phenomenon. Newly designed evaluation factors and evaluation criteria can assess HGA more in detail and reduce the scoring discordant through the markers. Lastly, Developed counting formula is much more simple than precedent Kwon's equation for evaluating the Hypothesis Explanation Quotient. So it could help easily distinguish one student's scientific hypothesis generating ability.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.483-492
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• 2017

The purpose of this study is to analyze the variation in pupil size as shown in the scientific hypothesis generation process of students in Elementary School. The subjects for research consisted of 20 fifth-year students at Seoul B elementary school who agreed to participate in the research. The task consisted of four scientific hypothesis-generating tasks. SMI's Eye Tracker(iView $X^{TM}$ RED) was used to collect eye movement data. Experiment 3.6 and BeGaze 3.6 softwares were used to plan experiment and analyzed the task performance process and eye movement data. The findings of this study are twofold. First, there were four types that generate hypothesis about the tasks. Second, in the moment of generating hypothesis, participants' pupils have grown bigger. And while thinking of generating hypothesis or elaborating hypothesis, there were no big changes. These results show the moment of generating hypothesis is affected by emotional factors besides cognitive factors.

• Journal of Science Education
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• v.33 no.2
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• pp.173-183
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• 2009

We aimed to examine difference between the brain activation pattern based upon hypothesis-generating and hypothesis-understanding among the pre-service teachers not majoring in biology, the pre-service teachers majoring in biology and the biologists using fMRI. We have designed two sets of task paradigm on the biological phenomena: hypothesis-generating and hypothesis-understanding and thirty six healthy participants (twelve participants per group) performed the tasks. The result was showed that 1) there were significant differences of brain activation patterns in hypothesis-generating on the biological phenomena among three groups, 2) the left middle frontal gyrus in the part of DLPFC region was play an important roles of hypothesis-generating and make a significant differences among three groups. The superior ability of biologists were based upon the activation of middle frontal gyrus which has secondary integration of abstract information, and 3) there were no significant differences of brain activation patterns in hypothesis-understanding on the biological phenomena among three groups. These findings provided that scientist might be skillful in generating a new scientific knowledge.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.59-76
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• 2015

The study aimed to investigate elementary school gifted students' hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis-generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables.

• Journal of the Korean Data and Information Science Society
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• v.14 no.4
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• pp.805-815
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• 2003

This study examines two hypothesis regarding return generating process of corporate bonds: the trading day hypothesis and calendar day hypothesis. To differentiate two hypothesis ANOVA(analysis of variance) and regression analysis were used. If the statistical result can not reject calendar day hypothesis, it implies that there is weekend effect. The statistical result didn't support any particular hypothesis for the period of September 7th, 1999 through December 31, 2002. However, corporate bonds were supporting calendar day hypothesis for the period of October 9, 2000 through December 31, 2002. The result indicates that the Korean corporate bond market got through the impact of IMF.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.524-532
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• 2003

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.

• Journal of the Korean earth science society
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• v.24 no.4
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• pp.250-257
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• 2003

The purpose of this study was to test the hypotheses that student's abductive reasoning ability plays an important role in hypothesis-generating about vapor condensation, and student's hypothesis-generating requires their causal explicans as well as experience. To test the hypotheses, the instruments of hypothesis-generation, prior knowledge, and experience with vapor condensation were developed and administered to 6th grade students. This study found that 72 subjects among 89 students who had prior knowledge about vapor condensation failed to apply their prior knowledge to hypothesis-generating about the vapor condensation. This result showed that the students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability. In addition, this study showed that 54 subjects among 56 students who had experience with vapor condensation also failed to generate hypotheses. This result supported that student's causal explanations were separated from their experience. Therefore, this study suggests that science education should include the teaching of abductive reasoning skills for developing student's hypothesis-generating skills.

• Communications for Statistical Applications and Methods
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• v.10 no.3
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• pp.1007-1015
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• 2003

In this paper we introduced a new score generating function for the rank dispersion function in a general linear model. Based on the new score function, we derived the null asymptotic theory of the rank-based hypothesis testing in a linear model. In essence we showed that several rank test statistics, which are primarily focused on our new score generating function and new dispersion function, are mainly distribution free and asymptotically converges to a chi-square distribution.