Scientific curiosity gains in the eco-hunt group were confined to the novelty and complexity-of-stimuli dimensions, with no improvement in lack of clarity or surprise/bafflement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Novelty (p = .001) and complexity of stimuli (p < .001) increased significantly from pre-test to post-test in the eco-hunt group. → Kan Lin Ting & Nyet Moi Siew 2014 q3 i? There was no significant difference between pre-test and post-test in the dimensions of lack of clarity (p = .823) and surprise or bafflement (p = .412). → Kan Lin Ting & Nyet Moi Siew 2014

Evidence¶

Kan Lin Ting & Nyet Moi Siew 2014¶

Kan Lin Ting & Nyet Moi Siew. (2014). Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p96

q3 · i? · causal · r2

Paired-samples t-tests on the four CSCS dimensions for the eco-hunt group (n = 63). The article reports a 6.2% increase for complexity of stimuli and 2.3% for novelty, and decrements of 0.1% and 0.2% for lack of clarity and surprise/bafflement; no effect sizes are printed.

"there was a significant positive increase from pre-test to post-test in some of the dimensions of scientific curiosity, such as novelty (p = .001) and complexity of stimuli (p < .001). However, there was no significant difference between pre-test and post-test mean score in the dimensions of lack of clarity and surprise or bafflement"

Discussion¶

Related Claims¶

• Outdoor school ground lessons produce significantly higher post-test scientific curiosity than conventional teaching, while the control group's curiosity declined — related
• During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary. — related