The Process and Rationality of Thinking in Scientific Hypothesis Formulation

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  • NAKAMURA Daiki
    Graduate School of Education, Hiroshima University Present address: Machida Municipal Nanakuniyama Elementary School
  • MATSUURA Takuya
    Graduate School of Education, Hiroshima University

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  • 仮説設定における思考過程とその合理性に関する基礎的研究
  • カセツ セッテイ ニ オケル シコウ カテイ ト ソノ ゴウリセイ ニ カンスル キソテキ ケンキュウ

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Abstract

<p>The importance of making learners themselves formulate hypotheses as an entrance to problem solving and inquiry in science has been pointed out. On the other hand, in the previous research on hypothesis formulating, the actual state of the thinking process of formulating the explanatory hypothesis has not been clarified. Therefore, in this research, we prepared six questions to ask about hypothesis formulation and conducted an interview survey of university students and graduate students. In this analysis, we estimated the thinking process from the protocol and classified each part into six categories according to their contents. Next, we counted the transition between those categories and revealed that there is a common process when formulating explanatory hypotheses. In addition, after scoring the rationality of the thinking process and analyzing the relationship with the thinking process, the results of our study revealed that in the process of identifying variables, the consideration of multiple variables has a positive effect on rationality. In the same way, it revealed that in the process of recognizing causality, careful consideration of causal relationships has a positive effect on rationality. </p>

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