Modelling Analysis of Students’ Processes of Generating Scientific Explanatory Hypotheses
Modelling Analysis of Students’ Processes of Generating Scientific Explanatory Hypotheses
复制标题
学生产生科学解释假设过程的建模分析
DOI：
10.1080/09500690500404540
复制
发表时间：
2006
影响因子：
2.3
通讯作者：
Jong
中科院分区：
文献类型：
--
作者：
Jong
最近已经确定，提出一种解释性假设来解释一个异常事件对学生的概念转变很重要。本研究的目的是调查学生如何提出新的解释性假设。为了实现这一目标，通过问题来确定学生与电磁感应相关的先有观念。在展示了相互矛盾的现象之后，要求六名大学生提出解释性假设来解释这些现象。通过访谈，对提出解释性假设的过程进行了分析，随后确定了学生提出的三种类型的假设：理论假设、经验假设和辅助假设。此外，还提出了生成每种类型解释性假设的模型。结论是，研究对象使用基于相似性的推理将他们的背景知识或经验与要解释的矛盾现象联系起来。背景知识在提出新的理论解释性假设中起着非常重要的作用。本文还介绍了一个提高“提出科学假设”技能的科学探究活动的实例。
It has recently been determined that generating an explanatory hypothesis to explain a discrepant event is important for students’ conceptual change. The purpose of this study is to investigate how students generate new explanatory hypotheses. To achieve this goal, questions are used to identify students’ prior ideas related to electromagnetic induction. After showing conflicting phenomena, six college students are asked to suggest explanatory hypotheses to explain the phenomena. Using interviews, the processes of generating explanatory hypotheses are analyzed and three types of hypotheses suggested by students are subsequently identified: theoretical, experiential, and auxiliary hypotheses. In addition, models of generating each type of explanatory hypothesis are also suggested. It is concluded that subjects use similarity‐based reasoning to relate their background knowledge or experiences with the conflicting phenomena to be explained. Background knowledge plays a very important role in generating new theoretical explanatory hypotheses. An example of a scientific inquiry activity for improving the skill of “generating scientific hypotheses” is also presented in this paper.