Scientific argumentation based learning improves students' understanding of the nature of scientific knowledge on five of six dimensions.¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Experiment students scored significantly higher on the ethics, creativity, development, simplicity and testability dimensions of the Nature of Scientific Knowledge Scale; the difference on the combination dimension was 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 Nature of Scientific Knowledge Scale (Rubba & Anderson, 1978; 48 items, six dimensions) controlling for pretest scores showed significant differences favoring the experiment group on five dimensions; the combination dimension difference (F (1,74)= .017, p> .05) was not significant.
"Table 4 indicates that when the pre -test scores of the groups are controlled there appears a statistically significant difference between the corrected mean post -test scores of both groups for five dimensions of the scale: ethics (F (1,74)= 6.407, p< .05), creativity (F (1,74)= 6.188, p< .05), development (F (1,74)= 7.933, p< .05), simplicity (F (1,74)= 10.190, p< .05) and testability (F (1,74)= 9.128, p< .05)."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
Related Claims¶
- 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 student attitudes toward the science and technology course on the positive attitude and interest dimensions, but not on negative attitude or importance. — related
- 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 — related
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