The purpose of this study was threefold: to differentiate the
narrow and the wider definition of anomaly from to analyze
their different functions in science development; to design
experimental activities based on the narrow and the wider
definition of anomaly to explore how students engaged in
argument to anomalous scientific data; and to integrate
postpositivist, constructivism, and social constructivism to
understand the dynamic development model of knowledge of
scientific student community. The subjects were science majors
of 137 in grade 11 and 127 freshmen. The instruments used in
this study included the Knowledge Restructuring Open Test on
the method of multidimension clinical exploration and the
Cornell Critical Thinking Test (Level X). The major finding of
the study was that scientific student community restructed
their knowledge with six stages: (1)to question, distinguish,
and understand anomalous scientific data;(2)to reflect, judge,
and decide the informations from the interaction of subject and
object; (3)to use analogical reasoning formulating auxiliary
hypotheses based on exemplar, or to use abductive reasoning
formulating new hypotheses different to exemplar; (4)to use
deduction and induction rationalizing auxiliary hypotheses or
new hypotheses; (5)to give a decision for information
selection, and formulate an effective community of opinions;
(6)to make a weak restructur- ing or radical restructuring
according to community of opinions. Based on the results,
suggestions were made for future implementation.