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Kim, M., Joung, Y. J., & Yoon, H.-G. (2009). What went wrong? A case study of hypothesis-verification process in science inquiry teaching. In M. Kim, S. W. Hwang, & A.-L. Tan (Eds.), Proceedings of the International Science Education Conference 2009 (pp. 1024-1050). Singapore: National Institute of Education.
Hypothesis generated based on individual‟s curiosity and doubt suggests tentative answers to the reason why phenomena happen. Hypothesis-verification process requires students to predict reasons and explanations for certain phenomena and to test variables in order to verify the hypothesis. Science inquiry teaching with hypothesis-verification process is generally adapted in elementary science classrooms in Korea, regarded as effective ways of enhancing children‟s inquiry minds and skills. However, without understanding the nature of hypothesis, teachers often utilize this method as a simple process of predicting-checking without scientific reasoning and explanation. To understand how pre-service teachers could understand and adapt the method of investigative inquiry in their elementary science teaching, we conducted a case study with sixteen fourth year university students in elementary teacher education program in Korea. We observed their teaching practice on investigative inquiry and examined their difficulties of teaching with this method. We videotaped, transcribed and analyzed their lessons and group discussions on challenges of inquiry teaching. We also collected their lesson plans and reflective writings as written data. Based on the data collected, this study examines pre-service teachers‟ difficulties in teaching hypothesis construction, test, and data interpretation in hypothesis-based inquiry approach.
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