Scientific argumentation based learning significantly improves eighth-grade students' academic achievement in the unit of cell division and inheritance compared to traditional teaching.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with scientific argumentation scored significantly higher on the achievement test than control students (corrected post-test means 18.99 vs 16.26). → 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

Quasi-experimental pretest-posttest matched control group study with 77 eighth-grade students (38 experiment, 39 control). ANCOVA controlling for pretest scores showed the argumentation group's corrected post-test mean (18.99) was significantly higher than the control group's (16.26).

"Table 3 indicates that when the pre -test scores of the groups are controlled there appears a statistically significant difference between the post -test score of the experiment group and that of the control group (F (1,74)= 10.248, p< .05)."

Discussion¶

Related Claims¶

• Scientific argumentation based learning increases students' willingness to participate in discussions. — related
• Scientific argumentation based learning improves students' understanding of the nature of scientific knowledge on five of six dimensions. — related
• 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. — related