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ERIC Number: ED135661
Record Type: RIE
Publication Date: 1977-Mar
Pages: 22
Abstractor: N/A
Reference Count: 0
The Effect of Intensive Instruction in Hypothesis Generation Upon Hypothesis Forming and Questioning Behaviors of Ninth Grade Students.
Pouler, Chris A.; Wright, Emmett
The effects of instruction on the ability of children to generate written hypotheses and ask questions about variables pertaining to scientific discrepant events were investigated. Two hundred five ninth graders were assigned to a control group or one of four experimental instruction groups. The experimental instruction was received by watching a discrepant event until 6 acceptable hypotheses were written. The instructor then evaluated each of the 6 hypotheses by one of four predetermined standards which varied in reinforcement (either differentiated positive or no reinforcement) and criteria group (either mention or no mention of the criteria for good hypothesis formation). Following the instruction, all groups were shown two discrepant events and were requested to write hypotheses for one and questions for the other. Five days later another event was observed by each group; students then asked questions of the investigator which were answered yes or no. Conclusions regarding which method of instruction produced the best results when compared to no instruction involved predominantly the approaches of reinforcement alone and reinforcement plus criteria. Reinforcement was essential for greater quantity of written hypotheses; for quality, reinforcement plus knowledge of the criteria was superior to no instruction. Differences in short- and long-term applications were mentioned. (CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (50th, Cincinnati, Ohio, March 22-24, 1977); For related document, see ED 128 225