ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Experimental-group students outperformed comparison students on items 1, 5, 13 and 16 (determination of variables) and items 4, 10, 14 and 15 (scientific inquiry) in the post-SLA-D. → Gülüzar Eymur · Pınar Seda Çetin 2024
Evidence¶
Gülüzar Eymur · Pınar Seda Çetin 2024¶
Gülüzar Eymur · Pınar Seda Çetin (2024). Investigating the role of an inquiry-based science lab on students' scientific literacy. Instructional Science (2024) 52:743–760. https://doi.org/10.1007/s11251-024-09672-w
q2 · i? · causal · r2
Item-level percent-correct analysis of the SLA-D reported in Results (Tables 5 and 6). For example, on Question 4, 74% of experimental versus 52% of comparison students answered correctly at post-test, from 45% each at pre-test in Table 6 (the article's prose gives 18%, which is Table 6's pre-test figure for Question 15).
"When we examine these questions, we noticed that they are related to determination of variables for a given research question. Similar difference was seen in the questions related to scientific inquiry. Experimental group students outperformed in the questions 4, 10, 14 and 15."
Discussion¶
Related Claims¶
- Eighth graders experiencing ADI instruction scored significantly higher on the post-test of demonstrated scientific literacy (SLA-D) than students experiencing structured inquiry
- The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not
- Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did — related
- ADI students scored significantly higher than structured-inquiry students on the personal epistemology of science subscale, but not on value of science or self-efficacy subscales — related
- Scientific literacy post-test scores, critiquing performance, and inquiry performance were closely related — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
adi-item-level-gains-variables-inquiry-items |
title |
ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions |
description |
ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gülüzar-eymur-pınar-seda-çetin-2024 |
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