Learning environment significantly affected students' use of causal mechanistic reasoning on the dissolution task, with the core ideas environment highest at 40%¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 On the dissolution task, 20%, 19%, and 40% of student responses exhibited causal mechanistic reasoning in the active, didactic, and core ideas learning environments, respectively, and a chi-square test showed a significant environment effect with a moderate effect size of 0.352. → Scharlott 2024 q3 i? Percentages of causal mechanistic responses on the dissolution task differed across the three learning environments, with the core ideas environment highest. → Scharlott 2024 (2)

Evidence¶

Scharlott 2024¶

Scharlott, L. J.; Rippey, D. W.; Rosa, V.; Becker, N. M. (2024). Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00517

q3 · i1 · associational · r1

Chi-square test of independence across the three learning environments on the dissolution task responses, reported in Results. The article reports "χ2 = 47.86, p < 0.005, effect size = 0.352 {moderate}", indicating a significant impact of learning environment.

"A chi-square test of independence indicated that for the dissolution task, the learning environment had a significant impact on student responses (χ2 = 47.86, p < 0.005, effect size = 0.352 {moderate})."

Scharlott 2024 (2)¶

Scharlott, L. J.; Rippey, D. W.; Rosa, V.; Becker, N. M. (2024). Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00517

q3 · i? · associational · r2

Descriptive percentages of causal mechanistic responses on the dissolution task across the active, didactic, and core ideas environments, reported in Results. The core ideas environment's 40% was double the other two; the article attributes this partly to the instructor discussing a similar dissolving event in class.

"In the dissolution task, 20%, 19%, and 40% of students' responses exhibited causal mechanistic reasoning in the active, didactic, and core ideas learning spaces, respectively."

Discussion¶

Related Claims¶

• Learning environment had a less significant impact on causal mechanistic reasoning on the boiling point task, with a small effect size of 0.168 — related
• More instructional time spent on causal mechanistic reasoning correlated with a higher percentage of student responses using causal mechanistic reasoning on phenomenon-based tasks — related
• Inquiry-based physics discussion supported peer co-construction of mechanistic explanations, distributing authority of knowledge and language among students — related