NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883667
Record Type: Journal
Publication Date: 2010-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0950-0693
How Can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science
Oh, Phil Seok
International Journal of Science Education, v32 n4 p541-560 Mar 2010
The purpose of this study was to find how the teacher could help students formulate scientific hypotheses. Data came from two microteaching episodes in which two groups of pre-service secondary science teachers taught high school students as they were engaged in abductive inquiry activities of earth science. Multiple data sources including video recordings of the microteaching, the pre-service teachers' oral and written reports, student worksheets, and instructional materials were examined. The analysis identified four categories of teaching strategies which could be used by science teachers to help students in hypothesis-generating inquiry. These included: (1) "expanding and activating students' background knowledge", (2) "providing analogies", (3) "questioning", and (4) "encouraging students to use alternative forms of representation". Implications for science education as well as for further research are suggested. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea