The experimental group achieved a higher frequency of scientifically acceptable statements than the control group in the posttest, with the largest idea shifts in thermal conductivity, vision and density¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? EG gained the highest frequency of scientifically acceptable statements in all content areas, while CG reached it in only seven questions. → Michaela Minárechová 2016 q2 i? In thermal conductivity, vision and density of matter, CG showed no progress from pretest to posttest, whereas EG shifted toward scientifically acceptable statements. → Michaela Minárechová 2016 (2)

Evidence¶

Michaela Minárechová 2016¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Content analysis of posttest responses in the quasi-experiment, categorized by a five-category scheme (Osuská & Pupala, 1996, modified). "EG gained the highest frequency of occurrence of scientifically acceptable statements in all areas"; Figures 3–5 show per-item and per-student frequencies.

"When we compared the students´ statements in the EG and CG we found out that EG gained the highest frequency of occurrence of scientifically acceptable statements in all areas. On the other hand in CG it was only in 7th questions (q. no. 2, 3, 6, 7, 8a, 11, 12; see Figure no.3)"

Michaela Minárechová 2016 (2)¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Pretest–posttest comparison of statement categories in both groups. The article reports "no progress or shift in the development of ideas" in CG in these areas, while "we noticed a shift of students´ ideas towards scientifically acceptable statements in EG".

"The biggest difference in ideas of students was noticed in area of thermal conductivity of materials, sensory systems of human (vision) and the density of matter. In these areas we have not registered any progress or shift in the development of ideas towards its improved versions in CG."

Discussion¶

Related Claims¶

• Group differences in correct ideas were largest in electricity (EG 94% vs CG 65%) and motion of the Earth (EG 76% vs CG 53%) — related
• Worksheet analysis of three students showed naïve ideas developing from practical verifications of their assumptions, especially in topics new to students — related