초등 예비교사의 과학적 가설에 대한 인식 및 가설 설정 능력 조사
Pre-service Elementary Teachers’ Awareness of Scientific Hypothesis and Ability of Hypothesis Formulation
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The purpose of this study was to investigate the pre-service elementary teachers’ awareness of scientific hypothesis and their hypothesis formulation skill. Sixty five pre-service teachers were surveyed. The results showed that most of the pre-service teachers had the self awareness that they are familiar with the scientific inquiry process concepts related to scientific hypothesis formulation. But their awareness of some concepts like ‘tentative answer’, ‘hypothesis support’, ‘hypothesis rejection’, and concepts related to different types of variables were relatively low. And many pre-service teachers could not distinguish between hypothesis and prediction in both explicit explanation and in an inquiry example. The pre-service teachers knew well that the hypothesis should be constructed based on valid reasons, also that hypothesis has variability and imperfect, and it should be tested. However, they were not aware well that well formed scientific hypothesis contains the causal relation of the variables, and that it should be experimentally testable. And the awareness of the tentativeness of scientific hypothesis was relatively low too. Analysis of the hypothesis which were formulated by pre-service teachers reveals that they did not aware that generalized inquiry question is necessary to formulate a scientific hypothesis. And it seems that those ungeneralized questions caused the error of stating prediction as a ‘hypothesis’. And many pre-service teacher’s hypotheses did not include the testable causal relationship between independent and dependent variables.
Abstract
The purpose of this study was to investigate the pre-service elementary teachers’ awareness of scientific hypothesis and their hypothesis formulation skill. Sixty five pre-service teachers were surveyed. The results showed that most of the pre-service teachers had the self awareness that they are familiar with the scientific inquiry process concepts related to scientific hypothesis formulation. But their awareness of some concepts like ‘tentative answer’, ‘hypothesis support’, ‘hypothesis rejection’, and concepts related to different types of variables were relatively low. And many pre-service teachers could not distinguish between hypothesis and prediction in both explicit explanation and in an inquiry example. The pre-service teachers knew well that the hypothesis should be constructed based on valid reasons, also that hypothesis has variability and imperfect, and it should be tested. However, they were not aware well that well formed scientific hypothesis contains the causal relation of the variables, and that it should be experimentally testable. And the awareness of the tentativeness of scientific hypothesis was relatively low too. Analysis of the hypothesis which were formulated by pre-service teachers reveals that they did not aware that generalized inquiry question is necessary to formulate a scientific hypothesis. And it seems that those ungeneralized questions caused the error of stating prediction as a ‘hypothesis’. And many pre-service teacher’s hypotheses did not include the testable causal relationship between independent and dependent variables.
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