Scientific argumentation based learning improves student attitudes toward the science and technology course on the positive attitude and interest dimensions, but not on negative attitude or importance.¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Significant differences favoring the experiment group were found for positive attitude (F (1,74)= 18.913, p< .05) and interest (F (1,74)= 11.643, p< .05); differences on negative attitude and importance were not significant. → Balci 2016
Evidence¶
Balci 2016¶
Balci, C. & Yenice, N. (2016). Effects of the scientific argumentation based learning process on teaching the unit of cell division and inheritance to eighth grade students. Journal of Education in Science, Environment and Health (JESEH), 2(1), 67-84. https://eric.ed.gov/?id=EJ1105345
q3 · i? · causal · r2
ANCOVA on the Attitudes towards Science and Technology Course Scale (Tekeli, 2009; four dimensions) controlling for pretest scores showed significant differences favoring the experiment group on positive attitude and interest dimensions only; negative attitude (F (1,74)= .642, p> .05) and importance (F (1,74)= .335, p> .05) were not significant.
"Table 7 shows that when the pre-test scores are controlled, there appear significant differences between the post-test scores of the groups for two dimensions: positive attitude (F (1,74)= 18.913, p< .05) and interest (F (1,74)= 11.643, p< .05)."
Discussion¶
Related Claims¶
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- STEM educational practices have a moderate positive effect on students' attitude toward the course (REM ES = 0.620) — related
- Students reported that ABSL activities helped them understand subjects better, learn permanently, become more active, and increased their interest and attitudes towards social studies — related
- Scientific argumentation based learning significantly improves eighth-grade students' academic achievement in the unit of cell division and inheritance compared to traditional teaching. — related
- Scientific argumentation based learning improves students' understanding of the nature of scientific knowledge on five of six dimensions. — related
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