• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.595-602
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• 2005

The purpose of this study was to test effects of the Triple Abduction Model (TAM) for improving the skills of scientific hypothesis generation in science learning. Twenty-six students were selected for the TAM group and 27 others were selected for a traditional group from one high school. Researchers developed and administered 10 TAM and traditional-style activities. The degree of hypothesis explanation was evaluated during the experimental treatment. Each Subjects' ability in scientific hypothesis generation was assessed by the Science Knowledge Generation Test A and B. Test A was used as a protest and B for a posttest. The results of this study revealed that the degree of hypothesis explanation of TAM was significantly higher than the degree of the traditional group, and the mean of the TAM group was equal to the mean of traditional group on the pretest. Additionally, the mean of the TAM group was significantly higher than the mean of the control group on the posttest. Therefore, instruction with TAM was more effective than the instruction using traditionals method for increasing students' hypothesis generation skills.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.667-679
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• 2000

One of the major activities in scientific inquiry, as well as in the process of conceptual change, is the generation of scientific hypothesis. In this study, the definition and the characteristics of scientific hypothesis are analyzed. Especially, differences between explanatory hypothesis and scientific explanation, predictive hypothesis and scientific prediction, and scientific hypothesis and the inductive generalization are analyzed. And the process of making scientific hypothesis is suggested as 4 stages, and the role and the characteristic of the abductive thinking, which can be viewed as one of the scientific inferences needed to generate hypothesis, are discussed. In analysis, concrete examples from integrated science textbook of high school are used for application to the classroom teaching.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.257-270
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• 2006

The purpose of this study was to develop elementary students' ability to generate hypothesis knowledge through knowledge generation learning in science. The learning program consisted of a series of 28 activities to generate hypotheses in science. Eighty 6th grade students participated in the study and were divided into experimental and control groups. The experimental group was administered a program geared towards hypothesis generation learning and the control group was administered a program aimed at hypothesis expository learning in elementary science. After using the respective programs, subjects in both groups were tested in terms of their abilities in abductive knowledge generation and administered a descriptive self-report regarding their generation of hypotheses. Two of the 28 activity program worksheets in the experimental group were analyzed in terms of the quality and process of students' hypothesis generation. The results were as follows: 1) The experimental group showed significantly higher scores in terms of scientific knowledge generation (i.e. abductive knowledge generation) than the control group. 2) The degree of hypothesis explanation in the experimental group was significantly higher than in the control group in terms of the quality of the generated hypotheses. In addition, students in the experimental group generated more varied and valid knowledge than the control group in terms of sub-knowledge of hypothesis generation. Therefore, it can be argued that this program for hypothesis knowledge generation in elementary science students was effective in the generation of hypothesis knowledge.

• 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 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 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 Association For Science Education
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• v.23 no.4
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• pp.430-441
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• 2003

The purpose of this study was to investigate the effects of students' prior knowledge on scientific reasoning in solving a pendulum task with a computer simulation. Subjects were 60 Korean students: 27 fifth-grade students from an elementary school and 33 seventh grade students from a middle school located in a city with 300,000 people. This study adapted a pendulum task presented with a computer simulation on which subjects would use a pattern of multivariable causal inferences. The subjects were interviewed individually in a three-phase structured interview by the researcher and three assistants while he/she was investigating the pendulum task. This study showed that most students across grades focused heavily on demonstrating the primacy of their prior knowledge or their current hypothesis. In addition, students' theories that are part of one's prior knowledge have a significant impact on formulating, testing, and revising hypotheses. Therefore, this study supported the notion that students' prior knowledge had a strong effect on students' experimental intent and hypothesis evaluation.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.201-208
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• 2007

The purpose of this study was to analyze the structure and type of prospective elementary school teachers' scientific hypotheses generated on zoological tasks. The subjects were 18 prospective elementary school teachers. Four zoological hypothesis generation tasks were developed and administered to the subjects. After being presented with the zoological situations of the tasks, the subjects were asked to generate causal questions and scientific hypotheses. The scientific hypotheses were analyzed by the inductive approach. The results of this study showed that the hypotheses contained explicans and explicanda. The explicans were divided into two parts: 'what' and 'how'. In some cases, additional explanations were attached to the 'what' section. In addition, the hypotheses were classified into 9 types. The number of explicanda, the pattern of explicans, and the number of explicans were used as criteria for classification purposes. This study also discussed the implications of these findings for future directions in teaching and teaming in science education.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.93-104
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• 2007

The purpose of this study is to investigate brain activity both during the processing of a scientific hypothesis about biological phenomena and mental arithmetic using 3.0T fMRI at the KAIST. For this study, 16 healthy male subjects participated voluntarily. Each subject's functional brain images by performing a scientific hypothesis task and a mental arithmetic task for 684 seconds were measured. After the fMRI measuring, verbal reports were collected to ensure the reliability of brain image data. This data, which were found to be adequate based on the results of analyzing verbal reports, were all included in the statistical analysis. When the data were statistically analyzed using SPM2 software, the scientific hypothesis generating process was found to have independent brain network different from the mental arithmetic process. In the scientific hypothesis process, we can infer that there is the process of encoding semantic derived from the fusiform gyrus through question-situation analysis in the pre-frontal lobe. In the mental arithmetic process, the area combining pre-frontal and parietal lobes plays an important role, and the parietal lobe is considered to be involved in skillfulness. In addition, the scientific hypothesis process was found to be accompanied by scientific emotion. These results enabled the examination of the scientific hypothesis process from the cognitive neuroscience perspective, and may be used as basic materials for developing a learning program for scientific hypothesis generation. In addition, this program can be proposed as a model of scientific brain-based learning.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.486-501
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• 2012

The aims of this study are to investigate two main problems for the hypothetico-deduction method and to develop a scientific inquiry model to resolve these problems. The structure of this scientific inquiry model consists of accounts of the context of discovery and justification that the hypothetico-deduction holds as two main problems : 1) the heuristic flaw in the hypothetico-deduction method is that there is no limit to creating hypotheses to explain natural phenomena; 2) Logically, this brings into question affirming the consequent and modus tollens. The features of the model are as follows: first, the generation of hypotheses using an analogical abduction and the selection of hypotheses using consilience and simplicity; second, the expansion phase as resolution for the fallacy of affirming the consequent and the recycle phase as resolution for modus tollens involving auxiliary hypotheses. Finally, we examine the establishment process of Copernicus's Heliocentric Hypothesis and the main role of the history of science for the historical invalidity of this scientific inquiry model based on three examples of If/and/then type of explanation testing suggested by Lawson (International journal of science and Mathematics Education, 2005a, 3(1): 1-5) We claim that this hypotheticho-deduction process involving abduction approach produced favorable in scientific literacy rising for science teacher as well as students.