Generating+and+testing+hypotheses

1. Hypothesis generation and testing can be approached in a more inductive or deductive manner. Deductive thinking is the process of using a general rule to make a prediction about a future action or event. Inductive thinking is the process of drawing new conclusions based on information we know or are presented with. Inductive instructional techniques require students to discover the principles from which hypotheses are generated. Deductive approaches produce better results. Inductive strategies require a well-orchestrated set of experiences so that students might infer accurate and appropriate principles from which to generate hypotheses. 2. Teachers should ask students to clearly explain their hypotheses and their conclusions - the process of explaining their thinking helps students deepen their understanding of the principles they are applying. Using a variety of structured tasks to guide students through generating and testing hypotheses l. Explain the purpose of the system, the parts of the system, and the function of each part. 2. Describe how the parts affect each other. 3. Identify a part of the system, describe a change in that part, and then hypothesize what would happen as a result of this change. 4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part. 1. Identify the goal you are trying to accomplish 2. Describe the barriers or constraints that are preventing you from achieving your goal - that are creating the problem. 3. Identify different solutions for overcoming the barriers or constraints and hypothesize which solution is likely to work. 4. Try your solution - either in reality or through a simulation. 5. Explain whether your hypothesis was correct. 6. Determine if you want to test another hypothesis using a different solution. 1. Clearly describe the historical event to be examined 2. Identify what is known or agreed on and what is not known or about which there is disagreement. 3. Based on what you understand about the situation, offer a hypothetical scenario. 4. Seek out and analyze evidence to determine if your hypothetical scenario is plausible. 1. Describe a situation you want to improve or a need to which you want to respond. 2. Identify specific standards for the invention that would improve the situation or would meet the need 3. Brainstorm ideas and hypothesize the likelihood that they will work When your hypothesis suggests that a specific idea might work, begin to draft, sketch or actually create the invention Develop your invention to the point where you can test your hypothesis If necessary, revise your invention until it reaches the standards you have set. 1. Observe something of interest to you and describe what you observe 2.. Apply specific theories or rules to explain what you have observed 3. Based on your explanation, generate a hypothesis to predict what would happen if you applied the theories or rules to what you observed or to a situation related to what you observed 4. Set up an experiment or engage in an activity to test your hypothesis 5. Explain the results of your experiment or activity. Decide if your hypothesis was correct and if you need to conduct additional experiments or activities or if you need to generate and test an alternative hypothesis. 1. Describe the decision you are making and the alternatives you are considering 2. Identify the criteria that will influence the selection and indicate the relative importance of the criteria by assigning an importance score from a designated scale. 3. Rate each alternative on a designated scale to indicate the extent to which each alternative meets each criterion for each alternative, multiply the importance score and the rating and ship add the products to assign a score for the alterative 4. Examine the scores to determine the alternative with the highest score 4 5. Based on your reaction to the selected alternative, determine if you need to change any importance scores or add or drop criteria. 1. Provide students with templates for reporting their work, highlighting the areas in which they will be expected to provide explanations. 2. Provide sentence stems or students, especially for young students, to help them articulate their explanations. 3. Ask students to turn in audio tapes on which they explain their hypotheses and conclusions. 4. Provide, or develop with students, rubrics so that they know that the criteria on which they will be evaluated for based on a quality of their explanations. 5. Set of events during which parents for community members asked students to explain their thinking.
 * Research and Theory on Generating and Testing Hypothes**es - involves the application of knowledge
 * Systems Analysis**
 * Problem solving:**
 * Historical Investigation**
 * Invention**
 * Experimental Inquiry**
 * Decision making**
 * Making sure students can explain their hypotheses and their conclusions**

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