The extraordinary life forms subscale showed no significant pre-test to post-test decrease (d = .03).¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i0negligible
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 The extraordinary life forms subscale did not decrease significantly from pre-test to post-test (d = .03, p = .66). → Franz 2013
Evidence¶
Franz 2013¶
Franz, T. M., & Green, K. H. (2013). The impact of an interdisciplinary learning community course on pseudoscientific reasoning in first-year science students. Journal of the Scholarship of Teaching and Learning, 13(5), 90–105. https://eric.ed.gov/?id=EJ1017127
q3 · i0 · causal · r1
Paired-samples t-test within the same quasi-experiment (n = 43): Table 2 reports pretest M = 1.88, posttest M = 1.85, t = .44, p = .66, Cohen's d = .03, an effect below d = 0.2.
"The only subscale that did not decrease significantly was the belief in extraordinary life forms."
Discussion¶
Related Claims¶
- The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related
- Students in the interdisciplinary learning community had significantly lower paranormal beliefs at the end of the semester than at the beginning (Cohen's d = .74 on the full scale). — a broader claim this one bears on
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