Research-Based Strategies for Increasing Students Achievement
By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack
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| UNDER CONSTRUCTION | ||||||||||||||||||||||||||||||
| ASSIGNMENTS | ||||||||||||||||||||||||||||||
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Special Interests | |||||||||||||||||||||||||||||
| Home | |
Mission Statements | |
Final Project | ||||||||||||||||||||||||||
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| Readings | ||||||||||||||||||||||||||||||
| Classroom Instruction That Works Research-Based Strategies for Increasing Students Achievement By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack |
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| Chapter 9: Generating and Testing Hypotheses | ||||||||||||||||||||||||||||||
| This chapter reads about the deductive and inductive techniques to generate hypotheses. Probably the best one is to present principles directly to students and then ask them to generate hypotheses. One way is decision making, asking students to predict what would happen if some aspect of a system were changed. Another one is to solve problems by generating and testing hypothesis related to the various solutions they predict might work. It is also presented many other frameworks with questions that can be followed, allowing teachers to better guide their students on creating, testing and investigating hypotheses, such as framework for historical investigations, for invention, for experimental inquiry, and decision making. The most important thing is to make sure that the students can explain their thinking to generate and test their hypotheses and their conclusions. | ||||||||||||||||||||||||||||||