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ERIC Number: ED139649
Record Type: Non-Journal
Publication Date: 1977
Pages: 200
Abstractor: N/A
Reference Count: N/A
An Identification of the Characteristics of Hypothesis Generation in Scientific Inquiry with Applications to Guided Imagery and to the Science Curriculum Improvement Study and Essence Curricula.
Rachelson, Stanley Eugene
Investigated was the use of guided imagery as an instructional strategy for science teaching to foster the characteristics of the hypothesis generating component of scientific inquiry. The Science Curriculum Improvement Study (SCIS) and the Essence I programs were examined and evaluated to discover the extent to which each encourages the characteristics of the generation component. Recent neurophysiological and psychological data concerning information processing strategies in the brain and the Wallas model of scientific inquiry were used to conclude that hypothesis generation is performed by the right cerebral hemisphere and that in the generation of hypotheses, thinking is synthetic, imaginative, timeless, intuitive, metaphorical, and sudden. Guided imagery is concluded to be a strategy that satisfies these characteristics of the generation component and is applicable to science teaching, fostering generative thinking during the course of science inquiries. From the examination of SCIS and Essence I programs, it was concluded that, although SCIS does encourage the generating component, it does not reflect a level of awareness that translates into direct, explicit, consistent teaching methodology. The Essence I program was judged to be more effective in reflecting this level of awareness. (CS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A