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가설설정은 과학탐구에서 중요한 영역이고, 인지갈등을 통한 개념변화에서도 학생들의 과학적 개념으로 변화하기 위한 조건으로 가설설정활동이 중요하게 다루어지고 있다. 선행연구에 의하면 가설설정 활동에서 배경지식이 중요한 역할을 한다는 것이다. 본 연구의 목적은 관찰된 실험에 대한 학생들의 배경지식과 제안된 가설 사이의 관계를 분석하는 것이다. 대학생 27명을 대상으로 실험을 관찰하게 하고, 가설을 제안하게하고, 그 가설을 제안하는데 사용된 배경지식을 기술하도록 하였다. 결과에 의하면 제안된 가설의 대부분은 학생들이 가지고 있는 지식의 수와 관계가 있었다. 그러나 옳거나 틀린 지식을 이용하였다는 것이 제안된 가설의 타당성과 관계가 있다고 할 수는 없다. 타당한 가설의 일부는 틀린 지식을 이용하여 만들어졌고, 타당하지 않은 가설의 일부도 옳은 지식에 의하여 만들어졌다.


Generating a hypothesis is an important domain in scientific inquiry, and the activities of students in generating a hypothesis depend significantly on the conditions of students' conceptual change through cognitive conflict. According to previous research, students$\prime$ prior knowledge play an important role in their activities for generating a hypotheses. The purposes of present study was to find the relations between students$\prime$ knowledge and the hypothesis they generated based on a simple observed demonstration. We selected 27 college students, suggested a demonstration to them and required them to generate a hypothesis and to describe their prior knowledge used for generating the hypothesis. According to results, the number of hypotheses generated by the students was related with the amount of knowledge they had. On the other hand, we found the validity of their generated hypothesis deal not on the physical soundness or their prior knowledge. Some valid hypotheses were generated by using physically unsound knowledge, and some invalid hypotheses were generated by using physically sound knowledge.


Generating a hypothesis is an important domain in scientific inquiry, and the activities of students in generating a hypothesis depend significantly on the conditions of students' conceptual change through cognitive conflict. According to previous research, students$\prime$ prior knowledge play an important role in their activities for generating a hypotheses. The purposes of present study was to find the relations between students$\prime$ knowledge and the hypothesis they generated based on a simple observed demonstration. We selected 27 college students, suggested a demonstration to them and required them to generate a hypothesis and to describe their prior knowledge used for generating the hypothesis. According to results, the number of hypotheses generated by the students was related with the amount of knowledge they had. On the other hand, we found the validity of their generated hypothesis deal not on the physical soundness or their prior knowledge. Some valid hypotheses were generated by using physically unsound knowledge, and some invalid hypotheses were generated by using physically sound knowledge.