Stories of teaching hypothesis-verifi cation process in elementary science classrooms

Abstract

Hypothesis-verification process requires students to predict reasons and explanations for certain phenomena and to test their ideas in order to verify the hypothesis. As it is regarded as an effective way of enhancing children’s inquiry mind and skills, hypothesis-based inquiry teaching is adapted in elementary science classrooms in Korea. However, without understanding the nature of hypothesis, teachers often utilize this method as a simple process of predict-check without the depth of scientific reasoning and explanation. To understand how preservice teachers could understand and adapt the method of hypothesis-verification process in their elementary science teaching, we conducted a study with 16 fourth-year university students in elementary teacher education program in Korea. We observed their teaching practice on hypothesis-verification process and examined their difficulties of teaching with this method. We videotaped, transcribed, and analyzed their classroom teaching and reflective discussion. Based on the data collected, this study examines preservice teachers’ difficulties in teaching hypothesis construction, test, and data interpretation in hypothesis-based inquiry approach.