Experimental-group students taught with concept cartoons showed significant gains on all four flow map parameters, including correctness (misconception reduction)¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r1–r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group size parameter scores increased significantly after 8 weeks of concept cartoon instruction. → Ceylan 2018 q2 i? Experimental group correctness parameter scores changed over the 8 weeks; the article reports a significant z but describes the difference as not remarkable. → Ceylan 2018 (2) q2 i? Experimental group richness parameter scores increased significantly after concept cartoon instruction. → Ceylan 2018 (3)

Evidence¶

Ceylan 2018¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r2

Wilcoxon signed-rank test on flow map size parameter for the 27 experimental students taught with concept cartoons. Positive ranks favored the post-test, indicating increased knowledge level about the unit.

"the experimental group students had a statistically significant difference (z = 4.347, ρ < 0.05) between the pre-test scores of the size parameter after 8 weeks of study"

Ceylan 2018 (2)¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r2

Wilcoxon signed-rank test on the experimental group's correctness parameter. The text states no statistically significant difference while printing ρ < 0.05 with z = 2.283; the article concludes "the misconceptions that the experimental group students have ... can be decreased in the course of teaching with the using concept cartoons in lessons."

"There was no statistically significant difference (z = 2.283, ρ < 0.05) between the correctness parameter pre-post test scores of the experimental group at the end of the 8-week period."

Ceylan 2018 (3)¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r1

Wilcoxon signed-rank test on the experimental group's richness parameter (cross-links between expressed sentences); the article's reporting sentence mislabels the group as control but the analysis belongs to the experimental group section. Positive ranks favored the post-test.

"the control group had a statistically significant difference (z = 4.079, ρ < 0.05) between the pre-post test scores of the richness parameters of the students"

Discussion¶

Related Claims¶

• Control-group students' cognitive structures grew in size, richness and integratedness over 8 weeks, but misconceptions did not change significantly — related
• Seventh-grade students taught the particulate nature of matter unit with concept cartoons achieved significantly higher post-test scores than control students taught with the current program — related
• Misconceptions about atoms, compounds and mixtures detected at pre-test persisted or re-emerged at post-test in both experimental and control groups — reports the opposite
• Experimental and control 7th-grade students did not differ significantly on achievement pre-test scores before the particulate nature of matter unit — related