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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 Post-test personal epistemology of science scores differed significantly between groups (t(65) = 3.05, p < .05, d = 0.79), while value of science and self-efficacy subscales did not differ. → Gülüzar Eymur · Pınar Seda Çetin 2024 q3 i? Overall SLA-MB scores did not differ significantly between groups after the treatment (t(65) = 1.35, p > .05). → Gülüzar Eymur · Pınar Seda Çetin 2024 (2)

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

q3 · i2 · causal · r2

Independent-samples t-tests on SLA-MB subscales in Results (Table 9 prints d = 0.79; post means 37.3 vs 31.3). The article attributes the increase to argumentation sessions of ADI.

"there was a significant difference in the mean post test scores of experimental and control group students in personal epistemology of science subscales (t(65) = 3.05, p < .05)"

Gülüzar Eymur · Pınar Seda Çetin 2024 (2)¶

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

q3 · i? · causal · r2

Independent-samples t-test on overall SLA-MB scores in the Results section. No statistically significant difference between the two groups; equivalence was not tested.

"The results of independent sample t-test analyses show that there was not a significant mean difference between the SLA-MB scores of students in the experimental group and those in the comparison group after the treatment (t(65) = 1.35, p > .05)"

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
• 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
• ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions — related
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related
• Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
• No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups — related
• Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history — related