In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2022 · 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.

q2 i? Post-test NOSS means were significantly higher in the experimental group than the control group (t = 6.678 in the article's Table 5; its prose prints 6.964, the control group's SD in that table; p < 0.05). → Mustafa Metin 2022 q2 i? Post-test SKS means were significantly higher in the experimental group than the control group (t = 5.620; p < 0.05). → Mustafa Metin 2022 (2)

Evidence¶

Mustafa Metin 2022¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · causal · r1

Independent samples t-test on post-test NOSS scores in a pretest-posttest nonequivalent control group design with 33 prospective teachers per group; experimental mean 101.68 vs control 92.47, "a significant difference (t = 6.964; p < 0.05 ) in favor of the experimental group." Table 5 gives t = 6.678 for this comparison and lists 6.964 as the control group's SD, so the prose figure is a transcription error in the article. No effect size printed for this contrast.

"the means of pre-service teachers in the experimental group in NOSS is higher than the control group's (x̄Experimental = 101.68; x̄Control = 92.47). The results of the t-test show that there is a significant difference (t = 6.964; p < 0.05 ) in favor of the experimental group."

Mustafa Metin 2022 (2)¶

q2 · i? · causal · r1

Independent samples t-test on post-test SKS scores in the same quasi-experimental study; experimental mean 108.15 vs control 100.71, "a significant difference (t = 5.620; p < 0.05) in favor of the experimental group." No effect size printed for this contrast.

"the means of pre-service teachers in the experimental group in SKS is higher than the control group's (x̄Experimental = 108.15; x̄Control = 100.71). The results of the t-test show that there is a significant difference (t = 5.620; p < 0.05) in favor of the experimental group."

Discussion¶

Learner Variables¶

Epistemic Beliefs — outcome: instruction changes it

Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it
Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
Neither group showed a significant decline from post-test to retention test on NOS or SK measures — related
Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
Model-estimated mixture weights show no detectable difference between control and experimental groups in Study 2 — related

Page metadata

Field	Value
`type`	`claim`
`id`	`formative-assessment-embedded-explicit-reflective-higher-posttest-nos-sks`
`title`	`In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone`
`description`	`In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `mustafa-metin-2022`, `mustafa-metin-2022-2`

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