Generating+and+Testing+Hypotheses



Text Rendering Protocol:

Sentences:
 * Deductive approaches produce better results generally (p. 105).
 * Teachers should ask students to clearly explain their hypotheses and their conclusions (p. 105).
 * Apparently the process of explaining their thinking helps students deepen their understanding of the principles they are applying (p. 105).
 * Teachers should ask students to explain their thinking as they generate and test their hypotheses (p. 110).
 * As this chapter has shown, this basic cognitive skill applies to a variety of tasks that are applicable to many subject areas (p. 110).
 * Teachers can use experimental inquiry across the disciplines to guide students in applying their understanding of important content (p. 108).
 * One way to enhance and use students understanding of these systems is to ask them to generate hypotheses that predict what would happen if some aspect of a system were changed (p. 106).
 * Inductive strategies require a well-orchestrated set of experiences so that students might infer accurate and appropriate principles from which to generate hypotheses (p. 105).

Phrases:
 * preferably in writing
 * why their hypotheses make sense
 * describe how they generated their hypotheses and to explain what they learned
 * thinking in real life is probably never purely inductive or deductive
 * prediction about the future, action, or event
 * involves the application of knowledge
 * can use the process in different tasks across all disciples
 * most powerful and analytic of cognitive operations

Words:
 * analysis
 * application
 * explain
 * experiences
 * variety
 * framework
 * engaged
 * inquiry

Synthesis:
 * This skill fosters higher-level thinking. Our words were related to higher levels on Bloom's Taxonomy.
 * Justifying their answers are critical.
 * We must teach them how to use inductive and deductive reasoning, how to hypothesize, how to test, etc.
 * Thinking is hard work.
 * These skills seem to help foster reasoning skills.
 * "We also have to look at ourselves to make sure that we aren't limiting students' abilities."

Here is a diagram of inductive and deductive reasoning. Document