고등학생들의 과학적 문제발견과 가설설정 능력 측정 도구 개발 및 적용 = Development of an instrument to measure scientific problem-finding and scientific hypothesis formulation abilities of high-school students and its application

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop a test tool which can measure high-school student's ability in finding scientific problems and formulation hypotheses for the problem solving. It was done by applying thinking processes of creative scientists, which can enable students to experience various thinking patterns and critical analysis activities.
In pre-study, the same process was applied to high school students that Newton found scientific problems and formed a hypothesis in forming the new theory of light and color. As a result of this study, though students didn't show the same thinking processes as Newton did, they suggested various problems and formulated some hypotheses. Therefore I could apply thinking processes of creative scientists to the test tool. However, the process was the type of the closed solving to the closed problem, because the problem situation became highly structured by analyzing students' responses as to Newton's thinking process. Therefore, I designed four problem situations to make lowly structured problem situation which can induce students' creative skills and attitudes such as sensitiveness to problem situations, close observation to discordant incidents, attitude of questioning, and forming using imagination. The four problem situations were as follows. First, a problem situation in which the result of Newton's spectrum experiment and Newton's explanation about it were presented. Second, a problem situation in which the result of Newton's spectrum experiment, scientific research problems I found in the result of Newton's experiment, and the hypothesis Newton proposed about it were presented. Third, a problem situation in which Descartes's theory of light and color before Newton was presented. Fourth, a problem situation in which the theory of visuality Witelo explained before Keppler's theory of visuality was presented. Also, after designing five questions, I measured and analyzed the ability to find problems and make hypotheses. And I analyzed the characteristics of contents in research problems and hypotheses. After selecting two test tools and correcting some questions through the pilot test which was applied to the students, I developed a final test tool.
I applied thinking patterns of different creative scientists to the two final test tools. One was a problem situation in which Newton discovered some problems and solved them in the experiment of scattering of light through the prism. The other was a problem situation in which Descartes discovered some problems and solved them in the Aristotle's theory of color.
There were five questions in the test tool. Question 1 to 3 were for measuring the ability to find problems. I analyzed the number of the problems students found, the types of research question the students suggested, and the types of strategies the students used in suggesting research problems. Question 4 and 5 were for making hypotheses. I measured the number of hypotheses the students made. After that, I analyzed characteristics of operation which appeared in hypotheses and characteristics of procedure in which the students made hypotheses.
As a result of applying the test tool which I developed to high school students, I could attain the results which were similar to those of preceding researches. Although there were some numerical differences according to the problem situations, the results in the two problem situations were as follows. On the whole, the ability to find some problems was low. And the students in science high school found more problems and made better grades in originality than the students in general high school. That results indicated that this test tool could be used in analyzing the differences among groups. The results of analyzing the connection between the strategy in the process of finding problems and the types of research problem were as follows. In the problem situation in which the results of Newton's experiment were presented, why-how type of research problems using connection strategy was frequent. And in the problem situation in which the theory of Descartes was presented, why-how type of research problems using conflict strategy was frequent. The result showed the students' responses to the problem types, and it suggested something that should be brought to our attention in developing test tools. And students' abduction was also observed as a characteristic of making hypotheses.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 7
• Ⅱ. 이론적 배경 9
• 1. 창의적 문제 해결력의 중요성과 특성 9
• 2. 문제발견의 중요성과 특성 12
• 3. 가설설정의 중요성과 특성 20
• 4. 문제발견과 가설설정 능력 검사도구 25
• Ⅲ. 연구의 결과 28
• 1. 검사도구의 개발 28
• 2. 본 검사도구의 적용 59
• Ⅳ. 결론 및 제언 85
• 참고문헌 89