Effects of Learning on Developed Hypotheses on Advanced Understanding<教育科学>

The present study was designed to examine whether it promoted advanced understanding in students if they learned in hypothesis-deductive manners with which they develop hypotheses, conduct experiments to test the hypotheses, and draw conclusions. Participants were divided to two groups, and classes were implemented. One group generated and tested hypotheses by conducting experiments, while the other group conducted experiments without generating hypotheses. Results of analysis of descriptions on worksheets showed that as they learned, more students in the group that had tested hypotheses were able to relate results of experiments with conclusions. This can be thought to approximate the state in which students become able to perform coherent interpretation, which was defined as the state of understanding in the present study. The results indicate that the learning method with which students learn by generating hypotheses, conduct experiments to test them, and draw conclusions is effective as an instructional method to promote advanced understanding in students