Anthropomorphic explanations of 15 abstract physics concepts differ significantly before and after classroom pedagogical interventions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Dependent t-tests on 15 concept stems show students' anthropomorphic explanations differ significantly before and after classroom pedagogical interventions at the .05 level. → Bautista 2015

Evidence¶

Bautista 2015¶

Bautista, R. G. (2015). Students' affordance of teleologic explanations and anthropomorphic language in eliciting concepts in physics. Journal of Technology and Science Education, 5(1), 31-40. https://doi.org/10.3926/jotse.137

q2 · i? · causal · r1

Dependent t-test comparison of 48 students' explanations of 15 abstract physics concepts (Position and Speed, Velocity and Acceleration, Forces and Motion, Momentum, Thermodynamics) before and after classroom interventions; all 15 t-values significant at .05, e.g. concept 15 t = 12.573, df = 47, p = .000.

"Using dependent t-test, it shows that anthropomorphic explanatons of students to abstract concepts difer signifcantly before and afer the classroom treatment. It shows that the t-values of the 15-stems made a signifcant diference at .05 level of signifcance."

Discussion¶

Related Claims¶

• Classroom pedagogical interventions significantly reduce teleologic and anthropomorphic language, with curricular exposure but not age as a significant factor — related
• Students' teleologic explanations and anthropomorphic languages correlate with age and are associated with curricular undertaking — related
• Students who just completed secondary education and those from the English curriculum showed the least teleologic-anthropomorphic affordance — related
• The interaction of interventions with age and curricular undertaking is not significant at the .05 level — related