Interviewed students responded positively to the EDI learning structure and the emphasis on diagrams¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Two interviewed students reported that the gradual, diagram-based teaching structure helped them analyze phenomena and understand when formulas apply. → Mansyur 2016

Evidence¶

Mansyur 2016¶

Mansyur, J., & Darsikin. (2016). Enhancing Direct Instruction on Introductory Physics for Supporting Students' Mental-Modeling Ability. International Education Studies, 9(6). https://doi.org/10.5539/ies.v9n6p32

q1 · i? · causal · r1

Interviews with two students (Zahra and Dian, assumed names) about the learning structure and the role of diagrams. One student said, "By teaching, gradually through the diagram, it allows us to analyze cases (phenomena) that exist", contrasting with formula-first high-school teaching.

"Base on the interview results, we can argue that the st udents can follow the teaching and learning process. The teaching structure and the emphasis of using diagram are important points of EDI in supporting the improvement of students' MMA aspects as presented in Table 6, Table 7, and Table 8."

Discussion¶

Related Claims¶

• Expert validation rated the hypothetical EDI model as feasible across macro-strategy, micro-strategy, potential, and accommodation aspects — related
• EDI increased the total number of diagrams students constructed from pretest to posttest — related
• Student interviews indicate the formatted plan demanded more work and time, with mixed perceptions of step helpfulness — related
• Diagrams improve posttest performance on posterior probability problems for students who answered the pretest correctly, whether or not the diagram text is redundant — related