After a guided-inquiry lesson with the collision-carts simulation, students' self-reported knowledge of the physics increased and most rated the lesson enjoyable and valuable¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students' self-reported knowledge of the physics taught increased after the simulation lesson, with students reporting they knew very much or much rising from 5% to 56% and those reporting little or very little falling from 72% to 3%. → Loo Kang WEE 2015 q2 i? More than 50% and more than 70% of students rated the learning experience as enjoyable and valuable respectively. → Loo Kang WEE 2015 (2)

Evidence¶

Loo Kang WEE 2015¶

Loo Kang WEE. (2015). One-Dimensional Collision Carts Computer Model and its Design Ideas for Productive Experiential Learning. http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model

q2 · i? · design · r2

Survey after a 1 hour 40 minutes hands-on lesson with guided inquiry worksheets (N = 64) using an earlier version of the simulation. Students self-reported perceived knowledge before and after; "an increase from 5% to 56%" reported knowing very much or much, and little/very little responses fell "from 72% to 3%". No effect size or significance test is reported.

"Survey questions 1 and 2 indicate an increase from 5% to 56% of the students perceiving themselves to know very much (scale 1) and much (scale 2) more than before the lesson and a reduction from 72% to 3% self reporting that they still know little (scale 4) or very little (scale 5) after the lesson."

Loo Kang WEE 2015 (2)¶

Loo Kang WEE. (2015). One-Dimensional Collision Carts Computer Model and its Design Ideas for Productive Experiential Learning. http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model

q2 · i? · design · r2

Same survey (N = 64) after the guided-inquiry simulation lesson: "more than 50% and more than 70% rated the learning experiences as enjoyable and valuable respectively". These are descriptive percentages; no statistical test or effect size is printed.

"Survey questions 3 and 4 seem to suggest with more than 50% and more than 70% rated the learning experiences as enjoyable and valuable respectively."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

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