ADI-based laboratory instruction improves science process skills more than traditional laboratory instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2015 · not yet checked against its sources · 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 i1 After controlling for SPST pretest scores, the ADI group's post-test science process skills scores were significantly higher than the control group's, with a moderate effect size. → Tuba Demircioglu 2015
Evidence¶
Tuba Demircioglu 2015¶
Tuba Demircioglu, Sedat Ucar. (2015). Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.1.2324
q2 · i1 · causal · r2
ANCOVA of Science Process Skills Test post-test scores with pretest as covariate in the same quasi-experimental study found a significant difference favoring the ADI group, "ŋ 2 = .07", which the article interprets as a moderate effect explaining 7% of the variance.
"after the SPST pretest scores were controlled, there was a significant difference on the SPST post-test scores in favor of the experimental group (F(1-76) = 5.4, p = .023). An effect size of .06 or higher is interpreted as a moderate effect (Perce et al., 2004). When the effect size is analyzed, a moderate effect for the method is seen (ŋ 2 = .07)"
Discussion¶
Related Claims¶
- ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers — related
- The control group taught with the traditional approach also improved significantly on scientific process skills from pretest to post-test — related
- 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-based laboratory instruction does not significantly change pre-service teachers' argumentativeness compared to traditional laboratory instruction — related
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