Claims

Parents reported that after GEMS education children's interest in science and mathematics increased and they asked more questions

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · 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.

q1 i? In post-program semi-structured parent interviews, parents of the experimental group reported increased interest in science and mathematics, more questions, and more activity with numbers. → Unal 2018

Evidence

Unal 2018

Unal, M., & Saglam, M. (2018). Examination of the effect of the GEMS program on problem solving and science process skills of 6 years old children. European Journal of Educational Research, 7(3), 567-581. https://doi.org/10.12973/eu-jer.7.3.567

q1 · i? · causal · r1

Qualitative explanatory-design component: semi-structured interviews with parents of the 11 experimental-group children, analyzed inductively with participants coded P1-P11; one parent reported that "my daughter’s interest in the mathematics and numbers increased with the GEMS education".

"After the application of GEMS education program throughout the year, the parents expressed that the children’s interests in science and mathematics increased in general, children started to ask more questions, started to do more activities with numbers and they were more successful in understan ding and solving mathematical problems."

Discussion

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