Abstract
The ability to evaluate hypotheses in the light of evidence is an essential skill for scientific discovery learning. To improve this ability, the present study proposed an instructional program called “collaborative discovery learning with hypothesis evaluation schema”. “Hypothesis evaluation schema” refers to knowledge about hypothesis evaluation activities, such as the design of experiments, the prediction and observation of outcomes, and the drawing of conclusions. The setting was 3 lessons on the laws of motion. The participants were 8th-grade students : 140 in Experiment 1, and 17 in Experiment 2. In Experiment 1, the students who experienced the proposed program acquired scientific literacy more effectively than students trained with 3 traditional programs. In Experiment 2, protocol analysis of videotape recordings and the students’ notes revealed how the program assisted students to acquire scientific literacy. First, introducing the students to the hypothesis evaluation schema engaged them in hypothesis evaluation activities. Second, in a collaborative discovery situation, drawing incorrect conclusions was reduced as a result of the students monitoring each others’ activities. The results suggest that the proposed program is effective in scientific discovery learning.
