Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's pre-to-post gains had effect sizes rNOSS = .83 and rSKS = .61. → Mustafa Metin 2022 q2 i? The control group's pre-to-post gains had effect sizes rNOSS = .41 and rSKS = .24. → Mustafa Metin 2022 (2)

Evidence¶

Mustafa Metin 2022¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · within-group pre-post r only, no between-condition effect size · causal · r2

Paired samples t-tests within the experimental group (n = 33) comparing pre-test and post-test means on NOSS and SKS; the article reports "the effect sizes (r NOSS = .83; r SKS = .61) of this increase are in high level."

"It has been found that experimental group has a significant increase in post -test results (t NOSS = 12.036; p < 0.05; t SKS = 6.396; p < 0.05) and the effect sizes (r NOSS = .83; r SKS = .61) of this increase are in high level."

Mustafa Metin 2022 (2)¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · within-group pre-post r only, no between-condition effect size · causal · r2

Paired samples t-tests within the control group (n = 33) comparing pre-test and post-test means; the article reports "the effect sizes (r NOSS = .41; r SKS = .24)" and labels them high level, though by its own Cohen thresholds r = .24 is small.

"It has been found that control group has a significant increase in post -test results (t NOSS = 4.196; p < 0.05; t SKS = 2.009; p < 0.05) and the effect sizes (r NOSS = .41; r SKS = .24) of this increase are in high level."

Studies bearing on this claim¶

Can instruction shift learners' views of how scientific knowledge is made and judged, and do the shifts last? This table gathers the studies behind this claim and the 7 narrower claims that bear on it: 5 distinct studies (3 design, 1 causal, 1 qualitative), q1–q3, 0 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
• In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone — related
• Neither group showed a significant decline from post-test to retention test on NOS or SK measures — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
• Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group — related (a different study; not a merge candidate)
• Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions — related
• Collaborative critique-and-redesign instruction shifts students from a value-free view of objectivity toward a procedural one — related