가설생성 과정에서 나타나는 학습자의 감성 및 생리적 변화와 가설생성능력의 상관관계 분석

권용주 ( Yong Ju Kwon ),이준기 ( Jun Ki Lee ),이정민 ( Jeong Min Lee ) 경북대학교 중등교육연구소 2009 중등교육연구 Vol.57 No.1

The purpose of this study was to analyze the correlations among changes in learner`s emotion, physiological state and hypothesis-generating ability during the scientific hypothesis-generating process. For this study, scientific hypothesis-generating task was developed that are suitable for hypothesis-generating. The tasks was administered to 22 in-service secondary science teachers. After the task, the strength of emotion was measured using adjective emoticon check lists. Then, they extracted their saliva sample twice (before and after the task) for salivary hormone analysis. The results of this study, first, there were no significant correlation between learner`s positive emotion and change of the positive emotion during the hypothesis-generating and their hypothesis-generating ability. Second, learner`s change of the negative emotion during the hypothesis-generating was significantly correlated with their hypothesis-generating ability. Third, learner`s emotional changes during the performing inquiry task were accompanied with their physiological state change, also there were significant positive correlation between change of the negative emotion and cortisol concentration. Fourth, there were significant positive correlation between learner`s cortisol concentration change during the performing inquiry task and their hypothesis-generating ability. Fifth, in the case of DHEA, there were no significant correlation between learner`s change of the negative emotion during the performing inquiry task or their hypothesis-generating ability.

초등과학영재의 가설설정 능력과 메타인지와의 관계 분석

박미진,서혜애 韓國英才學會 2015 영재교육연구 Vol.25 No.1

The study aimed to investigate elementary school gifted students’ hypothesis-generating ability and characteristics of hypotheses and to analyze the correlation between hypothesis-generating ability and meta-cognition. Nineteen students enrolled in a science gifted education center affiliated with a university in 2013 were selected as research subjects. An instrument of open ended items about hypothesis generating was developed and administered to students, and their meta-cognition as well as their preferred science teaching method were examined. Hypotheses generated by students were classified into two categories: scientific and non-scientific hypotheses, and then a closer analysis was conducted on characteristics of non-scientific hypotheses. It was found that 47% (18 out of 38 hypotheses) was scientific ones showing that elementary school gifted students in science in this study presented low level of ability in generating hypothesis. It was also found that non-scientific hypotheses frequently showed characteristics of uncertain in causality or impossible to verify relationships. Furthermore, differences in hypothesis- generating ability and characteristics of hypotheses were appeared in conditions whether inquiry questions and variable identification process were given or not. Students showed high abilities in hypothesis generating and variable identifying when inquiry questions and variable identification process were given. Compared to previous research results, students in the study showed high level of meta-cognition and tendency of utilizing monitoring strategy more than planning and regulating. In ill-structured conditions that students themselves find inquiry questions and identify variables, a significant (p<.05) correlation appeared between hypothesis generating ability and meta-cognition and a high level of correlation between planning and regulating strategies. It was also found that differences existed in hypothesis-generating ability and preferred science teaching methods between students with high level and those with low level of meta-cognition; and students with low level of meta cognition showed difficulties in generating hypothesis and identifying variables 본 연구는 초등과학영재의 가설설정 능력과 가설설정에서 나타나는 특성을 탐색하고 메타인지와의 관계를 분석하는 데 목적을 두었다. 본 연구의 연구대상은 2013학년도 광역시 소재 대학교 부설 과학영재교육원 초등과학반 19명으로 선정하였으며, 가설설정 서술형 검사지, 메타인지 검사지, 과학수업방법 선호도 조사지를 활용하여 자료를 수집하였다. 가설설정 검사지의 서술형 응답자료는 가설의 내용이 과학지식에 기반하고 논리적으로 설정한 과학적 가설인지 또는 비과학적 가설인지로 분류하였으며, 비과학적 가설의 특성을 분석하였다. 연구결과, 초등과학영재들이 제시한 가설에서 과학적 가설은 47%(38개 가운데 18개)로 나타나 낮은 수준이었다. 특히 비과학적 가설은 53%로 인과관계가 분명하게 드러나지 않거나, 검증 불가능한 가설을 제시하는 특성이 가장 빈번하게 나타났다. 또한 가설설정 능력 및 가설의 특성은 탐구문제와 변인을 추출하는 과정을 제시하는지 여부에 따라 차이가 나타났다. 탐구문제와 변인추출 과정이 제시된 경우에 더 높은 가설설정 능력을 보여주었다. 메타인지는 선행연구의 연구대상인 과학영재보다 높은 수준으로 나타났으며, 계획, 점검, 조절 가운데 점검 전략을 가장 빈번하게 사용하였다. 탐구문제를 스스로 제시하고 변인을 스스로 추출해야 하는 비구조화된 상황에서는, 가설설정 능력과 메타인지의 하위요소 조절 사이에 유의미한(p<.05) 상관이 있었으며, 메타인지의 계획과 조절 사이에도 높은 상관을 보였다. 메타인지의 조절 수준이 높은 학생들과 낮은 학생들의 가설설정 능력과 선호하는 과학수업방법에서도 차이나 나타났으며, 메타인지의 조절 수준이 낮은 학생의 경우는 가설을 스스로 설정하고 변인을 스스로 추출하는데 어려움을 겪는 것으로 나타났다

중학교 학생들의 탐구가설 생성과 그 과정에 나타난 특징

김익균,김종주,정미숙,박종원 한국물리학회 2014 새물리 Vol.64 No.7

In this study, we identified the types of scientific hypotheses suggested by students, and examined the features of the hypotheses. We, also, investigated the sources of terms used in the hypotheses, and the reason why suggesting hypotheses was easy or difficult. For this purpose, the first, second and third grade middle school students (60) observed ‘familiar’ and ‘unfamiliar’ phenomena. Through the network analysis of responses, the hypotheses were categorized into three types; (1) one variable hypothesis, (2) multiple variables hypothesis, (3) new variable hypothesis. While ‘one variable hypothesis’ is preferred for the ‘familiar phenomenon’, ‘new variable hypothesis’ is preferred for the ‘unfamiliar phenomenon’. Also it was found that higher grade students used more scientific concepts. The sources of terms used in the hypotheses were (1) background knowledge, (2) observed facts and (3) simple guess. When hypotheses were suggested, background knowledge was used mostly, and the higher grade students used more diverse types of knowledge including experiences and common senses. Students consistently reported that the reasons why suggesting hypotheses was difficult or easy was due to the related knowledges and experiences. 본 연구에서는 중학생들이 과학적 가설을 제안할 때, 가설의 유형과 특징을 알아보고, 과학적 가설을 제안할 때 사용한 용어의 출처 및 과학적 가설을 제안할 때 어려운 이유와 쉬운 이유를 알아보았다. 이를 위해, 60명의 중학교 1, 2, 3학년 학생들이 `익숙한 현상'과 `새로운 현상'을 각각 관찰하였다. 학생의 응답을 계통도로 분석한 결과, 중학생들이 제안한 가설은 (1) 한 변인 가설, (2) 복합 변인 가설, (3) 새로운 변인 가설로 분류되었다. `익숙한 현상'에 대해서는 `한 변인 가설'이 많았지만, `새로운 현상'에 대해서는 `새로운 변인 가설'이 많았고, 학년이 높을수록 과학개념을 더 많이 사용하였다. 가설에 사용한 용어의 출처는 (1) 배경지식, (2) 관찰사실, (3) 단순추측으로 분류되었다. 학생들을 가설을 제안할 때, 학년별 차이없이 배경지식을 가장 많이 사용하였고, 고학년 학생은 학교에서 배운 지식 이외에 다양한 경험지식이나 일상지식도 더 많이 활용하였다. 가설제안이 어려운 이유와 쉬운 이유는 모두 일관되게 관련지식이나 경험 때문이라고 하였다.

유사 경험의 단계적 제시를 활용한 가설생성프로그램이 초등교사의 가설생성능력에 미치는 영향

신현진,신동훈 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.2

The purpose of this study is to develop a hypothesis generation program that utilizes a stepwisesuggestions of similar experiences to improve the hypothesis generation ability of elementary schoolteachers and to verify its effectiveness. The subjects of the study were 17 public elementary schoolteachers from the Seoul Metropolitan Office of Education. The subject and materials suitable for theelementary school teachers were developed and the 0-3 level hypothesis program procedure and the16th activity sheet were constructed. The main research results are as follows. First, as the stageprogressed in the program, the hypothesis generation of elementary teachers was elaborated. Theaverage of the hypothesis generating ability index increased from step 0 to step 3 in the program,especially in the 1st and 2nd steps. Second, the post-hypothesis generating ability index of theteachers who put the program increased significantly compared to the previous one. This iscompared to the fact that the difference between the pre- and post-test results of teachers who didnot enter the program was not noticeable. Through this, it can be seen that the hypothesisgenerating program using the stepwise suggestions of similar experiences developed in this study iseffective in improving the hypothesis generating ability of elementary teachers. The programdeveloped in this study can be used to help elementary teachers who feel that they lack theunderstanding and expertise of the scientific hypothesis. In addition, since the program has beenproven to be effective in improving the hypothesis generating ability of elementary school teachers,it is expected to be effective in helping elementary students improve their hypothesis generatingability if the program is modified and supplemented according to the student level. 본 연구의 목적은 초등교사의 가설생성능력 향상을 위한 유사 경험의 단계적 제시를 활용한 가설생성프로그램을 개발하고 그 효과를 검증하는 것이다. 연구 대상은 서울시교육청 소속 공립초등학교 교사 17명이다. 초등교사의 가설생성에 적합한 주제 및 소재를 개발하여 0-3단계 가설생성 프로그램 절차를 구성하고 16차시 활동지를 구성하였다. 프로그램 투입 전, 후 가설생성능력지수를 비교하여 프로그램의 효과를 알아보았다. 연구의 주요 연구 결과는 다음과 같다. 첫째, 프로그램 내에서 단계가 진행됨에 따라 초등교사의 가설생성이 정교화되었다. 프로그램 내 0단계에서 3단계로 갈수록 가설생성능력지수 평균이 증가하였으며 특히, 1단계와 2단계 사이에서 가장 유의미하게 증가하였다. 본 프로그램의 2단계는 의문 현상과 유사한 현상의 원인적 설명자를 제공하는데, 이것이 가설생성에 가장 효과적으로 도움을 준다는 것을 시사한다. 가설생성능력평가범주를 참고하여 교사들이 단계별로 생성한 가설의 특성을 알아보았다. 0단계에서 3단계로 진행할수록 탐구문제에 대한 답으로서 가설 진술, 하나의독립변인과 하나의 종속 변인과의 인과관계로 가설 진술, 검증가능한 가설 진술, 일반화된 가설 진술의 비율이 모두 증가하였다. 둘째, 프로그램을 투입한 교사들의 사후 가설생성능력지수가 사전에 비해유의미하게 증가하였다. 이는 프로그램을 투입하지 않은 교사들의 사전, 사후 검사 결과의 차이가 두드러지지 않은 것과 비교된다. 이를 통해 본 연구에서 개발한 유사 경험의 단계적 제시를 활용한 가설생성프로그램이 초등교사의 가설생성능력 향상에 효과가 있음을 알 수 있다. 본 연구에서 개발한 프로그램은 스스로 과학적 가설에 대한 이해와 전문성이 부족하다고 느끼는 초등교사들을 돕는 데에 활용될 수 있다. 또한, 프로그램이 초등교사의 가설생성능력 향상에 효과가 있음이 증명되었으므로 학생수준에 맞게 수정, 보완한다면 초등학생의 가설생성능력 향상을 돕는 데도 효과적일 것이라 기대한다.

생명현상에 대한 과학적 가설생성과 이해과정에서 나타나는 감성의 유형

이준기 ( Jun Ki Lee ),권용주 ( Yong Ju Kwon ) 경북대학교 중등교육연구소 2008 중등교육연구 Vol.56 No.3

The purpose of this study was to analyze the type of emotion which occurred in the scientific hypothesis-generating process and hypothesis-understanding process about biological phenomena, and to confirm the pattern difference of emotions among various groups. For this study, 14 tasks were developed that are suitable for each learning strategy(scientific hypothesis-generating and hypothesis-understanding; totally 28 tasks). The tasks was administered to 5 groups of subjects: 12 general highschool student, 12 science highschool student, 12 pre-service teacher non-majoring biology, 12 pre-service teacher majoring biology, and 12 biologists. After the task, the strength of emotion was measured using adjective emoticon check lists. The results of this study, there are significant difference between emotion patterns occurred in the scientific hypothesis-generating process and hypothesis- understanding process about biological phenomena. The strength of emotion occurred in the hypothesis-generating process rather than hypothesis-understanding process was significantly higher at the expectancy - interest - optimism - joy - love - surprise(in strength order). In the case of vice -versa, disgust - sadness - fear - remorse(in strength order). In addition, there are significant difference in the distribution pattern of the strength of each emotion.

과학적 가설 생성 유형에 따른 초등학생의 동공크기 변화 분석

최성균 ( Sungkyun Choi ),신동훈 ( Donghoon Shin ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.3

The purpose of this study is to analyze the variation in pupil size as shown in the scientific hypothesis generation process of students in Elementary School. The subjects for research consisted of 20 fifth-year students at Seoul B elementary school who agreed to participate in the research. The task consisted of four scientific hypothesis-generating tasks. SMI`s Eye Tracker(iView X™ RED) was used to collect eye movement data. Experiment 3.6 and BeGaze 3.6 softwares were used to plan experiment and analyzed the task performance process and eye movement data. The findings of this study are twofold. First, there were four types that generate hypothesis about the tasks. Second, in the moment of generating hypothesis, participants` pupils have grown bigger. And while thinking of generating hypothesis or elaborating hypothesis, there were no big changes. These results show the moment of generating hypothesis is affected by emotional factors besides cognitive factors.

Vision-Based Vehicle Detection System Applying Hypothesis Fitting

Minkyu Cheon,Heesung Lee 한국지능시스템학회 2017 INTERNATIONAL JOURNAL of FUZZY LOGIC and INTELLIGE Vol.17 No.2

In this paper, we propose the improved vision-based vehicle detection system which is added a hypothesis fitting (HF) step to the typical vehicle detection system consisting of the hypothesis generation (HG) and hypothesis verification (HV) step. In the HG step, the system generates hypotheses using shadow regions appearing under vehicles. In the HV step, the system verifies whether a hypothesis is a vehicle or not by applying a classifier and feature vectors extracted from the hypothesis. The proposed HF step is conducted between HG and HV steps and help to improve performance of the vehicle verification by adapting region of hypotheses. We verify the performance of our proposed HF method through a total of 4,797 hypotheses, 1,606 positive hypotheses, and 3,191 negative hypotheses data set.

생물학 가설 생성 과정에서 나타나는 고등학생들의 과학 지식과 과학적 감성

이혜정 ( Hea Jung Lee ),최혜경 ( Hae Kyung Choi ),권용주 ( Yong Ju Kwon ) 한국생물교육학회 2009 생물교육 Vol.37 No.2

The purpose of this study was to examine the science knowledge and scientific emotion formed in the process of generation of biological hypotheses. In the study, we selected twenty students in a high school located in Incheon Metropolitan City and developed 16 task programs for training and data-collecting about generating hypotheses. Using these program, we measured the generation of the science knowledge and the scientific emotional level formed in the three sub-division processes of generation hypotheses; analyzing questions, searching explicans, and construction hypothesis. The result in the process of analyzing questions showed that most students created observation knowledge, in which they just depended on their visual and tactile senses by performing simple observations and qualitative observation. Also the results in the process of searching explicans showed that most students presented similar one with the exhibited phenomena and only 15.3% of their work had been presented with both phenomena and explicans. In the last process of construction hypothesis, most students have no explicanda except few hypothesis including just one explicanda. In the scientific emotion, this study showed that the proximate tasks, such as animal-proximate cause, marked the highly positive emotional level like the interest or acceptance, while the plant-ultimate cause task marked the highest level in the negative emotion. The regression analysis on the data has indicated that the scientific knowledge and the scientific emotion have the close interactions.

고등학생의 생명과학 가설 생성 과정에서 배경 지식이 뇌파 활성화에 미치는 영향

김용성 ( Yong-seong Kim ),정진수 ( Jin-su Jeong ) 한국생물교육학회 2020 생물교육 Vol.48 No.4

The purpose of this study was to analyze the influence of background knowledge on EEG Activation in high school students' life science hypothesis generation process. To this end, the EEG measurement task was developed by dividing it into a hypothesis generation task with background knowledge (PBHG task) and a hypothesis generation task without background knowledge (NBHG task). EEG data was collected when 22 high school students performed the EEG measurement task. Subsequently, the study subjects were divided into two groups based on the level of scientific hypothesis generation achievement, and then the sLORETA analysis of group-specific brain waves was conducted. The results of the study were as follows: First, students showed higher scientific hypothesis generation ability when they performed tasks which provided background knowledge, rather than tasks which unprovided background knowledge. Second, in the case of the alpha band, activation was relatively high in the brain regions of cuneus, precuneus, middle occipital gyrus, lingual gyrus and posterior cingulate when performing the PBHG task rather than the NBHG task. Third, in the case of the beta band, relatively higher the EEG activation was shown in the brain regions of cuneus, precuneus, cingulate gyrus, and middle occipital gyrus when carrying out PBHG tasks than the NBHG task. Fourth, when background knowledge is provided, students with high level of achievement showed higher activity of beta wave in precuneus area, and students with lower level of achievement showed relatively higher beta wave activity in cuneus area. These findings suggest that as background knowledge was provided in generation of scientific hypotheses, students focused more on a more cognitively comfortable state the process which in searching and recognizing detailed visual information related to questionable phenomena and in the abductive thinking to generate hypotheses. Also, the study suggests that providing background knowledge has a positive effect on students' learning of scientific hypothesis generation.

생물전공 및 비전공 예비교사들과 생물학자들의 가설 생성 및 이해에서 나타나는 두뇌 활성 차이

권용주 ( Yong Ju Kwon ),이준기 ( Jun Ki Lee ) 경북대학교 과학교육연구소 2009 과학교육연구지 Vol.33 No.2

We aimed to examine difference between the brain activation pattern based upon hypothesisgenerating and hypothesis-understanding among the pre-service teachers not majoring in biology, the pre-service teachers majoring in biology and the biologists using fMRI. We have designed two sets of task paradigm on the biological phenomena: hypothesis-generating and hypothesis-understanding and thirty six healthy participants (twelve participants per group) performed the tasks. The result was showed that 1) there were significant differences of brain activation patterns in hypothesis-generating on the biological phenomena among three groups, 2) the left middle frontal gyrus in the part of DLPFC region was play an important roles of hypothesis-generating and make a significant differences among three groups. The superior ability of biologists were based upon the activation of middle frontal gyrus which has secondary integration of abstract information, and 3) there were no significant differences of brain activation patterns in hypothesis-understanding on the biological phenomena among three groups. These findings provided that scientist might be skillful in generating a new scientific knowledge.