A Tutoring System for the Hypothesis-Testing Process through Graphing Activities

R. Nakaike and K. Miwa (Japan)


Hypothesis testing, Learning environment, Microworld learning, Science education


In a view of scientific discovery, the hypothesis-testing pro cess consists of three major interdependent stages: hypoth esis formation, experimental design, and evidence eval uation. Consistency is an important requirement in the hypothesis-testing process of each stage. In this research, for tutoring the consistent hypothesis-testing process, we propose a simulated experiment environment involving learner's graphing activities: (1) graphing anticipated con sequences after forming a hypothesis; (2) graphing results of an experiment after the experimental design; (3) com paring the result graph to an exemplary result graph given from the system; and (4) comparing these graphs before ev idence evaluation. Discussions with participants revealed that practicing the hypothesis-testing process in our tutor ing system by using four different graphing activities leads the learners to perform consistent scientific activities.

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