Neither intervention changes pre-service teachers' self-reported reliance on experience-based knowledge when analysing classroom situations¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Self-reported experience-based knowledge usage showed no change from pre-test to post-test in either group and no group-by-time interaction (η²p = 0.00 for both). → Baier 2021

Evidence¶

Baier 2021¶

Baier, F., Maurer, C., Dignath, C., & Kunter, M. (2021). Fostering pre-service teachers' theoretical knowledge application: studying with and without text-based cases. Instructional Science. https://doi.org/10.1007/s11251-021-09560-7

q3 · i0 · causal · r2

Repeated-measures ANOVA on the experience-based analysis scale (Omega 0.94 pre, 0.97 post) in the quasi-experimental study, tested two-sided as an exploratory research question. No change and no interaction; printed effect sizes of η²p = 0.00 for both. Means stayed at or above 4 on the 6-point scale.

"The results of a repeated measures ANOVA showed that there was no change from the pre-test to the post-test in any of the two groups [F(1,93) = 0.34, p = 0.56, η2 p = 0.00] and no significant interaction between group and measurement point [F(1, 93) = 0.23, p = 0.63, η2 p = 0.00]."

Discussion¶

Related Claims¶

• Both case-based and model-based interventions increase pre-service teachers' self-reported use of theory-based knowledge when analysing classroom situations — related
• Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models — related
• Studying theoretical content with text-based cases yields a small advantage in productive scientific knowledge application over studying the same content with theoretical models — related
• Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models — related
• The authors argue that analysing interpretations of video situations gives a more reliable view of teachers’ conceptions than self-report Likert questionnaires — related