ADI-based laboratory instruction does not significantly change pre-service teachers' argumentativeness compared to traditional laboratory instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no statistically significant difference between the ADI and control groups' Argumentative Scale post-test scores. → 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 · i? · causal · r2

Independent samples t-test on Argumentative Scale post-test scores in the quasi-experimental study found no significant difference between the ADI group (mean 75.35) and the control group (mean 71.81); equivalence was not tested and no effect size is printed.

"According to Table 4, it can be seen that there is no significant difference between the post-test scores of the experimental and control groups (t(77) = 1.56, p > .05)."

Discussion¶

Related Claims¶

• ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers — related
• ADI-based laboratory instruction improves science process skills more than traditional laboratory instruction — related
• Argumentation levels of ADI students rise by the end of treatment while control group levels stay unchanged — reports the opposite