Only the designing-experiments inquiry skill improved significantly, and its gain correlates with the highest frequency of FACT use¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q1–q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the experimental group, a statistically significant pre-to-post difference appeared only in the designing-experiments skill (p=.001); other skills showed no significant change. → Mária Ganajová 2021 q2 i? The authors interpret that the efficacy of skill development correlates with the frequency of FACT use, since designing experiments was supported by the most frequently used FACTs. → Mária Ganajová 2021 (2)

Evidence¶

Mária Ganajová 2021¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q3 · i? · causal · r2

Paired t-tests on the six individual inquiry skills in the experimental group (n=73); only designing experiments reached significance (mean difference .100, t=3.507, p=.001); the accuracy skill even showed a small negative mean difference (-.048, non-significant).

"A statistically significant difference in the pre-test and post-test was found in the “designing experiments” skill level (p=.001, therefore p<α). In other inquiry skills, no statistically significant difference was found (p>α)."

Mária Ganajová 2021 (2)¶

Mária Ganajová, Ivana Sotáková, Stanislav Lukáč, Zuzana Ješková, Veronika Jurková, Renáta Orosová. (2021). Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education. Journal of Baltic Science Education, Vol. 20, No. 2. https://doi.org/10.33225/jbse/21.20.204

q1 · i? · causal · r1

Authors' interpretation in the conclusions linking the significant skill-level gain to FACT usage frequency reported in Table 3 (e.g., true/false statements and task cards averaged 2 uses per student); this is an interpretation, not a tested frequency-effect relation.

"The statistical analysis revealed a statistically significant difference only in the “designing experiments” skill, in which FACTs were used with the highest frequency."

Discussion¶

Related Claims¶

• Teaching with FACTs produces significantly better inquiry-skill post-test results than teacher-centred teaching without FACTs in upper-secondary science — a broader claim this one bears on
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• FACTs benefit lower-performing students most: significant gains for Passed and Passed-very-well students but not for Passed-with-distinction students — related
• Gender was not a determining factor in FACT efficacy, although only males showed a significant pre-to-post gain — related