고등학교 학생들의 근압에 관한 가설 생성에서 가설 귀추의 역할
Role of Hypothesizing Abduction in High School Students' Generation of Hypotheses about Root-Pressure
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Abstract
The purpose of this study was to test the hypothesis that hypothesizing abduction plays an important role in high school student's hypothesis generation about root-pressure. To test the hypothesis, 659 11th students were sampled from three high schools in Korea. The subjects were divided into five groups and each group took one of the combinations of three tests which were root-pressure hypothesis generation tests. The results of this study supported the notion that biological hypotheses are generated through representing four types of intermediate knowledge, such as a questioning phenomenon, an experienced phenomenon, a causal explicans, and a hypothetical explicans. Three types of thinking methods, such as searching knowledge, comparing a questioning phenomenon with an experienced phenomenon, and borrowing an explicans are also used in the process of scientific explicans generation.
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