原有陈述性知识和溯因推理对小学生科学假设形成的影响

A Study on Impact of Abductive Reasoning and Prior Declarative Knowledge in Children ’ s Generation of Hypotheses

为了探讨原有陈述性知识和溯因推理能力在学生科学假设形成中的作用，用单摆作为研究工具对49名小学六年级的学生进行测试。结果发现，学生不能利用已有陈述性知识提出相应的科学假设。即使用探究方式对学生进行单摆运动原理的教学，学生具备摆长影响单摆运动周期的陈述性知识，部分学生仍不能提出摆长影响羊摆运动速度的科学假设。研究表明，科学假设的形成是陈述性知识和溯因推理能力共同作用的结果。为培养学生的科学假设能力，教师应循序渐进地训练学生的溯因推理技能。

To explore the impact of Prior declarative knowledge and abductive reasoning in the generation of hypotheses， this paper investigated 49 sixth grader' s Prior declarative knowledge and generation of hypotheses on pendulum motion. The results showed， a number of subjects who have prior declarative knowledge about the pendulum motion failed to apply their prior knowledge to generate a hypothesis on a swing task. These results suggest that students ’ failure in hypothesis generation was related to abductive reasoning ability， rather than simple lack of prior declarative knowledge. To cultivate students ’ science hypotheses ability， teachers need to help students ’ abductive reasoning skills develop gradually.