A Study On The Development Of University Students' Hypothesis In Open-ended Context On Problem-based Learning Sheet

Scientific inquiry is not only the studying content for students, but also an important way to acquire knowledge and improve literacy for them. Conjecture & hypothesis formation is a key process of science inquiry. The quality of conjecture and hypothesis that is its depth and breadth, decides to the inquiry's quality and depth. Therefore, research on scientific conjecture of students is significant to promote inquiry teaching.The content of this study include:(1) Analyze the conjecture posed by students. (2)Analysis of the Students how to manage the experiments designed by other people.(3) Analysis of the change of representation of the conjecture posed by students.(4) Analyze the students' evaluation of Learning sheets.This study guided by Problem-Based Learning and Black-Box theory, school of Ocean, Qinzhou University 70 freshman students for the test. Explored material is "straight and turning" designed by the RISE faculties at Guangxi Normal University, adopting the methods of students participating in inquiring activities with science experiments and clinical interview. The students will be divided into two groups of men and women about the same proportion, one group used Learning SheetⅠ, another group of Learning SheetⅡ. The contents in Learning SheetⅠincluded looking, theories, doing & thinking and trace of the Learning SheetⅠ. The Learning SheetⅡhad looking, doing & thinking, experiment designed by other and trace of the Learning SheetⅡ. The Learning Sheets used expert validity.According to previous research findings and the characteristics of the study, characterized hypothesis posed by students into three types:text representation, the simple representation and physical representation. Analysis of the quality of the hypothesis posed by students on "quantity Conjecture checklist" and "quality of the Conjecture & hypothesis checklist".This study indicates that:1. Students tested by Learning Sheet (Ⅰ), propose hypothesis a little more. Three persons made six hypothesis; One persons made five hypothesis; Three persons made four hypothesis; but students tested by learning sheet(Ⅱ), Among the 35, no one made six hypothesis, the use of learning sheet(Ⅱ) only one person made 5 hypothesis On the first page;hypothesis put forward three more than the 11.4% learning sheet (Ⅰ). The person who used Learning Sheet (Ⅰ) made the number of conjecture will be more than 0.9/passenger the one who used Learning Sheet (Ⅱ). There is no significant difference in the boys and girls who used Learning Sheet (Ⅱ) and learning sheet (Ⅰ).2. According to "quantity Conjecture checklist", the highest score of hypothesis is 3 points. Eight conjecture(22.9%) are in 3 scores and Seventeen conjecture (48.6%) are in 2 scores with learning sheet(Ⅰ); Eight conjecture(7.62%) are in 3 scores and fifty-one conjecture (48.57%). According to "quality of the Conjecture & hypothesis checklist" correct of conjecture divided the level into three levels of 3,2,1, the maximum level of 3 level. The quality of hypothesis is generally low,43.8% (thirty-nine Conjecture) are in level 2 and above with learning sheet(Ⅰ). Result of using Learning Sheet (Ⅱ) were 45% (seventy-one).The quality of hypothesis is generally low,, perhaps because students have little scientific inquiry activities.3. Only 58.6% interviewers are satisfied with the hypothesis from other people and their experiments. While 41.4% are not satisfied and cross-bencher. The attitude of interviewers are different.51.4% interviewers are satisfied with the hypothesis from student A; 65.7% interviewers are satisfied with the hypothesis from student B. There is no significant difference in the boys and girls on satisfy,neutral stance,displeasure。4. 77.1% interviewers added and improved their original conjecture because of others' experiments.While 22.9% interviewers remain their original conjecture. Maybe quality of the hypothesis is not high, so many people changed their original hypothesis. In addition, it is found that boys change their hypothesis easier than girls.5. 74.3% interviewers first chose "think for themselves" and 14.3% first chose "discussing",when they encountered difficulties with learning sheet (Ⅰ); 88.6% interviewers first chose "think for themselves" and 5.7% first chose "discussing", when they encountered difficulties with learning sheet (Ⅱ). This shows that problem-based learning can be first to think for themselves.6. Seventy-five conjecture representation (47.5%) are terminology representation; forty-three conjecture representation (27.2%) are naive representation; forty conjecture representation (25.3%) are physical representation, of which there are 15 misrepresentation, the right 25 and right points of which are also correct, some incorrect. A high proportion of students solve the problem with terms or experience.7. It is difficult for many interviewers to use the learning sheet.28.5% interviewers felt exactly difficult and as much as 31.5% interviewers felt very difficult to use learning sheet (Ⅰ).The same to learning sheet (Ⅱ),.34.2% interviewers felt exactly difficult and22.9% interviewers felt very difficulty. Most of them thought learning sheet can help improve their sense of teamwork,62.8% interviewers with learning sheet (Ⅰ) and 34.2% interviewers with learning sheet (Ⅱ).In the end, from the conclusions of the study and the reflection of this study, some referenced suggestions was presented for scientific inquiry teaching and how to make learning sheet in this paper.