Control-group students' cognitive structures grew in size, richness and integratedness over 8 weeks, but misconceptions did not change significantly¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Control group size parameter scores increased significantly from pre-test to post-test. → Ceylan 2018 q2 i? Control group correctness parameter scores showed no statistically significant change, indicating misconceptions persisted under the current program. → Ceylan 2018 (2)

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 (number of sentences expressed) for the 27 control students. Positive ranks favored the post-test, indicating the level of knowledge about the particulate nature of matter unit increased.

"the control group students had a statistically significant difference (z = 4.111, 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 flow map correctness parameter (misconception rate) for control students over 8 weeks. No statistically significant change was found, so misconceptions could not be removed by teaching with the current program.

"There was no statistically significant difference (z = 0.488, ρ > 0.05) between the correctness parameter pre-post test scores of the control group at the end of the 8-week period."

Discussion¶

Related Claims¶

• Experimental-group students taught with concept cartoons showed significant gains on all four flow map parameters, including correctness (misconception reduction) — related
• Neither group showed a statistically significant pre-to-post change in Force and Motion misconceptions over the five-week unit — related
• Control group viola playing skills did not change significantly over the experimental period — reports the opposite