Improvements in classifying the chemical composition of matter were not durable: some participants reverted to their initial inappropriate classifications 17 months later¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The pre-to-delayed-posttest difference on chemical composition (part c) was not statistically significant (z=1.81, p>0.05), and inappropriate classifications rose from n=2 at posttest to n=13 at delayed posttest. → Yakmaci-Guzel 2013

Evidence¶

Yakmaci-Guzel 2013¶

Yakmaci-Guzel, B., & Adadan, E. (2013). Use of multiple representations in developing preservice chemistry teachers' understanding of the structure of matter. International Journal of Environmental & Science Education, 8(1), 109-130. https://eric.ed.gov/?id=EJ1008597

q2 · i? · causal · r1

Frequency analysis of inappropriate classifications (Table 8: n=15 pre, n=2 post, n=13 delayed post) plus the non-significant pre-to-delayed test on part c (z=1.81, p>0.05). The article states the change "was not durable" as some participants reverted to initial classifications.

"such change in preservice teachers' understandings of chemical composition of matter was not durable (see Table 8), because 17 months after the instruction, some of the participants who misclassified the given representations with respect to the chemical composition of matter on the pretest reverted back to their initial classifications"

Discussion¶

Related Claims¶

• Gains in scientifically appropriate classifications were maintained over 17 months, with no significant difference between posttest and delayed posttest scores — reports the opposite
• A multiple-representations instruction significantly increased preservice chemistry teachers' scientifically appropriate classifications of particulate drawings from pretest to posttest — related
• Classifying the physical composition of matter (pure substance vs. homogeneous vs. heterogeneous mixture) was the most difficult aspect, and confusion between homogeneous and heterogeneous mixtures persisted after instruction — related
• The instruction was most effective for the physical states of matter, shifting justifications from macroscopic to submicroscopic evidence — related