Drama-based science teaching improved seventh-grade students' understanding of scientific concepts compared with traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught the Heat unit through drama-based physical-simulation activities scored significantly higher on the Scientific Concepts Test than students taught traditionally (adjusted means 13.66 vs 10.11). → Osama H. Abed 2016

Evidence¶

Osama H. Abed 2016¶

Osama H. Abed. (2016). Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning. International Education Studies, 9(10). https://doi.org/10.5539/ies.v9n10p163

q2 · i? · causal · r2

Pre-test/post-test quasi-experiment with 87 seventh-grade male students (46 experimental, 41 control); ANCOVA on SCT post-test covarying pre-test. Experimental adjusted mean M=13.66 exceeded control M=10.11, with Group F=41.29, significant at α=0.05.

"It can be seen in Table 2 that the differences in the mean scores of students' results in SCT are statistically significant (F=41.29)."

Discussion¶

Related Claims¶

• The effect of drama-based teaching on attitudes towards science learning did not interact with achievement level — related
• The effect of drama-based teaching on concept understanding did not interact with students' achievement level, benefiting high, average, and low achievers alike — related
• Drama-based science teaching improved students' attitudes towards science learning compared with traditional teaching — related
• First graders taught science with educational games achieved higher scientific concepts acquisition than those taught by traditional method — related