The Structure of Factors Related to the Hypothesis Setting Ability of Upper Secondary School Students in Japan : Analysis of the Results of a Questionnaire Survey of Students Who Chose Biology I

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  • 高校生の仮説設定能力に関わる要因の構造 : 生物I選択者における質問紙調査の分析から
  • 高校生の仮説設定能力に関わる要因の構造--生物1選択者における質問紙調査の分析から
  • コウコウセイ ノ カセツ セッテイ ノウリョク ニ カカワル ヨウイン ノ コウゾウ セイブツ 1 センタクシャ ニ オケル シツモンシ チョウサ ノ ブンセキ カラ

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Abstract

<p>For upper secondary school students to enhance their own awareness of purpose and to conduct observations and experiments with a prospect of success, it is essential that they go through the stage of hypothesis setting, the starting point for scientific research. However, few specific instruction methods for this starting point have been developed. To develop a teaching method for developing hypothesis setting ability, we considered it important to demonstrate the structure of factors affecting this ability. To this end, we studied the "capability of extracting from natural things and phenomena two variables regarding questions that students have found," and we statistically determined the causal relationship between the awareness of independent variables and four possibly relevant factors: the relation of students with living things, their relation with third parties, their interest in/concern with living things, and their familiarity with books. As a consequence, we found that the students' experience of relating to living things cannot be fully implemented for the awareness of independent variables unless they relate to third parties, take interest in living things, and become familiar with books. It became evident that the students' experience of relating to living things constitutes the basis for hypothesis setting as an approach to scientific research in the field of biology.</p>

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