The control group taught with the traditional approach also improved significantly on scientific process skills from pretest to post-test¶

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

Subclaims¶

q2 i? The control group's SPST scores improved significantly from pretest to post-test under traditional teaching (p=.003). → Ceylan ŞEN 2016

Evidence¶

Ceylan ŞEN 2016¶

Ceylan ŞEN, Gülşah SEZEN VEKLİ. (2016). The Impact of Inquiry Based Instruction on Science Process Skills and Self-efficacy Perceptions of Pre-service Science Teachers at a University Level Biology Laboratory. Universal Journal of Educational Research 4(3): 603-612. https://doi.org/10.13189/ujer.2016.040319

q2 · i? · causal · r1

Wilcoxon Signed Rank Test on the control group's (n=12) SPST pretest-posttest scores; 11 positive ranks, Z=-2.955, p=.003. The article suggests observing and drawing conclusions during experiments may have had positive effects.

"It is seen in Table 4 that there are significant differences between pretest and post-test scores of the preservice science teachers in the control group and this difference is in favor of the post-test scores (p= .003< .05)."

Discussion¶

Related Claims¶

• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — related
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• ADI-based laboratory instruction improves academic achievement in geometrical optics more than traditional laboratory instruction for pre-service science teachers — related
• ADI-based laboratory instruction improves science process skills more than traditional laboratory instruction — related