Instruction increased students' ability to evaluate experiments designed by others on a paper-and-pencil test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mean experiment evaluation scores rose from 61% correct before instruction to 87% after, and consistently good evaluators increased from 28% to 76%. → Eva Erdosne Toth 2000

Evidence¶

Eva Erdosne Toth 2000¶

Eva Erdosne Toth, David Klahr, and Zhe Chen. (2000). Bridging Research and Practice: A Cognitively Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition and Instruction, 18(4), 423–459. https://doi.org/10.1207/s1532690xci1804_1

q3 · i? · causal · r1

Pre/post paper-and-pencil experiment evaluation test (10 airplane-comparison items) administered to all students in the classroom study; means rose from 61% to 87%, t(70) = 8.72, p < .0001.

"Mean experiment evaluation scores increased from 61% correct prior to instruction to 87% correct after instruction,t(70) = 8.72,p < .0001."

Eva Erdosne Toth 2000 (2)¶

Eva Erdosne Toth, David Klahr, and Zhe Chen. (2000). Bridging Research and Practice: A Cognitively Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition and Instruction, 18(4), 423–459. https://doi.org/10.1207/s1532690xci1804_1

q3 · i? · causal · r1

Same evaluation test, consistency analysis (N = 74): students correct on at least 9 of 10 comparisons rose from 28% to 76%, χ2(1, N = 74) = 31.2, p = .001.

"The percentage of students who were consistently good evaluators of experiments designed by others, that is, those who could evaluate correctly at least 9 of the 10 comparisons,increased from 28% prior to instruction to 76% after instruction, χ2(1, N = 74) = 31.2, p = .001."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Students' experiment-evaluation strategies shifted toward correct CVS after instruction, though 23% still used incorrect strategies — related
• Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain — related
• Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews — related