Argumentation-based learning activities did not produce a statistically significant difference in 7th graders' conceptual understanding of Force and Motion compared with regular instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Posttest FMCT scores of experimental and control groups did not differ significantly (t(29)=1.64, p=.11), though the experimental group's mean decrease in misconceptions was larger. → Buber 2017

Evidence¶

Buber 2017¶

Buber, A., & Coban Unal, G. (2017). The effects of learning activities based on argumentation on conceptual understanding of 7th graders about “force and motion” unit and establishing thinking friendly classroom environment. European Journal of Educational Research, 6(3), 367-384. https://doi.org/10.12973/eu-jer.6.3.367

q2 · i? · causal · r1

Quasi-experimental pretest-posttest control group study with 39 7th graders (FMCT analyzed for N=16 experimental, N=15 control). Independent samples t-test on posttest FMCT found no significant difference; descriptively the experimental group's mean misconception score fell more (8.56 to 8.00) than the control group's (9.33 to 9.00).

"According to posttest results of FMCT, there isn’t significant difference statistically although both groups (progress of the experiment group is better than that of the control group according to decreases of means) advanced and decreased misconceptions."

Discussion¶

Related Claims¶

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