Experimental class outperforms control class on every individual science process skill indicator¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental class achieved higher average percentages than the control class on all eleven SPS indicators, from observing through generalizing. → Sahhyar & Nst 2017

Evidence¶

Sahhyar & Nst 2017¶

Sahhyar & Nst, F. H. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School. Journal of Education and Practice, 8(5), 120-126. https://eric.ed.gov/?id=EJ1133077

q3 · i? · causal · r1

All eleven SPS indicators were higher in the experimental class: observing 63.80% vs 54.17%, inferring 59.38% vs 47.22%, questioning 65.36% vs 56.67%, interpreting 61.20% vs 41.67%, classifying 66.93% vs 51.67%, predicting 62.50% vs 52.22%, communicating 62.24% vs 51.94%, making hypothesis 55.73% vs 44.17%, planning 66.15% vs 42.50%, applying concept or principle 64.32% vs 58.33%, generalizing 61.20% vs 50.83%. The study reports "the average percentage of each indicator in experimental class was higher than in control class."

"Based the research result, the average percentage of each indicator in experimental class was higher than in control class showed in Table 12."

Discussion¶

Related Claims¶

• Experimental class shows higher average SPS observation percentages across all three meetings — a broader claim this one bears on
• Experimental class outperforms control class across all Bloom's taxonomy cognitive process categories in physics — related
• A science learning video integrated with a local MHP plant improves junior high students' science process skills more than PowerPoint images-narration — related
• Scientific inquiry learning model based on conceptual change improves science process skills better than conventional learning — a broader claim this one bears on
• The pre-inquiry class improved specific science process subskills — measuring, inferencing, controlling variables and generalization — but not observing, classifying or predicting — reports the opposite
• The experimental group outperformed the control group on every one of the five visualization tasks individually — a broader claim this one bears on