CPS classes scored higher on conceptual questions than traditional classes, significantly at schools A and B¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Conceptual question scores favored CPS classes at all schools, with significant differences of 10% at school A and 20% at school B. → Docktor 2015

Evidence¶

Docktor 2015¶

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research 11, 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106

q2 · i? · causal · r1

Written conceptual questions assessment in the three-school quasi-experiment; school A free-response and schools B–C multiple-choice formats. School C showed a non-significant 11% difference favoring CPS.

"The conceptual questions test showed a significant difference at two of the schools, a 10% difference at school A [tð35Þ¼ 2.54, p< 0.05] and a substantial 20% difference at school B [tð15Þ¼ 3.53, p< 0.005]."

Discussion¶

Related Claims¶

• CPS-taught high school physics classes scored higher on problem solving measures than traditionally taught classes, significantly at school C — related
• CPS students performed better on independent district-wide tests administered after the course — related
• Categorization, finding-errors, and equation-instantiation tests showed no significant differences between CPS and traditional classes — related