과학 현상에 대한 가설 평가의 사고 과정 모형 개발
Development of the Thinking Process Model for the Hypothesis Evaluation on Scientific Phenomena
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The purpose of this study was to develop the thinking process model for hypothesis evaluation on scientific phenomena. Prior to the model development, literatures on the scientific knowledge generation process and thinking process were surveyed and analyzed. Based on the analysis, a coding scheme was invented for the thinking categories on the hypothesis evaluation on scientific phenomena. Raw protocols were collected by an think aloud method and then analyzed by a psychological modelling procedure. The present study showed that the thinking process for the hypothesis evaluation consisted of the three categories; data collection, data analysis, and conclusion construction. Each category contained the subcategories. The data collection stage consisted of raw data collection, data selection, data comparison, and data conversion. The data analysis stage consisted of data reflection, method reflection, criteria reflection, criteria-data comparison, knowledge borrowing, and phenomenon confirmation. Finally, the conclusion construction stage consisted of hypothesis reflection, unit conclusion reflection, conclusion integration, conclusion judgement, and conclusion confirmation. This result showed that the thinking process for the hypothesis evaluation on scientific phenomena was the product of continuous and iterative interactions between categories, rather than sequential flow of the categories. Each category was sectionalized into several subcategories to clarify the flow of mind. We hope that the thinking process model aid the future teachers and learners by providing examples and feedbacks for teaching strategy and learning process. This study can also serve as the basic theory for the program development of the hypothesis evaluation.
Abstract
The purpose of this study was to develop the thinking process model for hypothesis evaluation on scientific phenomena. Prior to the model development, literatures on the scientific knowledge generation process and thinking process were surveyed and analyzed. Based on the analysis, a coding scheme was invented for the thinking categories on the hypothesis evaluation on scientific phenomena. Raw protocols were collected by an think aloud method and then analyzed by a psychological modelling procedure. The present study showed that the thinking process for the hypothesis evaluation consisted of the three categories; data collection, data analysis, and conclusion construction. Each category contained the subcategories. The data collection stage consisted of raw data collection, data selection, data comparison, and data conversion. The data analysis stage consisted of data reflection, method reflection, criteria reflection, criteria-data comparison, knowledge borrowing, and phenomenon confirmation. Finally, the conclusion construction stage consisted of hypothesis reflection, unit conclusion reflection, conclusion integration, conclusion judgement, and conclusion confirmation. This result showed that the thinking process for the hypothesis evaluation on scientific phenomena was the product of continuous and iterative interactions between categories, rather than sequential flow of the categories. Each category was sectionalized into several subcategories to clarify the flow of mind. We hope that the thinking process model aid the future teachers and learners by providing examples and feedbacks for teaching strategy and learning process. This study can also serve as the basic theory for the program development of the hypothesis evaluation.
참고문헌 (17)
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