Chapter11

=Generating and Testing Hypotheses=

//"Although we most often think generating and testing hypotheses in the context of science concepts, this strategy is applicable to all content areas." page 202// = =

Generalizations:
= =
 * 1) The generating and testing of hypotheses can be approached in and inductive or deductive manner.
 * 2) Teachers should ask students to clearly explain their hypotheses and their conclusions.

Recommendations:

 * 1) Make sure students can explain their hypothesis and conclusions
 * 2) Use a variety of structured tasks to guide students through generating and testing hypotheses

= =

**Web Resouces:**
//Smog City// - [|www.smogcity.com] - engages students in systems analysis by allowing students to set parameters for weather, population and emissions and combining them with a city's ozone levels. //NASA SCIence FIles Problem Board// - [|www.whyfiles.larc.nasa.gov/treehouse.html] - guides teachers and students through problem solving activities. Students solve cases while learning critical thinking and problem soling skills. Resouces to help teachers directly instruct the problem solving process. //NOVA Building Big// - [|www.pbs.org/wgbh/buildingbig] - helps students learn about bridges, domes, skyscrapers, dams and tunnels. Students apply what they have learned to solve problems related to a fictional city's needs. //Darwin Pond// - [|www.ventrella.com] - An experimental inquiry game that allows studetns to create and evolve "swimmers" by tweaking such characteristics as they color, speed of swimming, number of joints in legs. Studetns can then see what happens or continue to modify the environment and make predicitions about the effect changes will have.