More instructional time spent on causal mechanistic reasoning correlated with a higher percentage of student responses using causal mechanistic reasoning on phenomenon-based tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the core ideas environment, 50% of class time was invested in causal mechanistic reasoning and 41% of students exhibited it on the dissolution task; where less than 10% of instructional time was invested, 20% or fewer students exhibited it. → Scharlott 2024 q2 i? When emphasis on causal mechanistic reasoning rose to 24% or more of instructional time, students' use of it on tasks increased to 24−36%. → Scharlott 2024 (2)

Evidence¶

Scharlott 2024¶

Scharlott, L. J.; Rippey, D. W.; Rosa, V.; Becker, N. M. (2024). Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00517

q2 · i? · associational · r1

Observational analysis quantifying instructor dialogue time and student task responses across the three environments, reported in Results. In the core ideas environment "50% of class time was invested in causal mechanistic reasoning" and 41% of students exhibited it on the dissolution task.

"In the core ideas learning environment, 50% of class time was invested in causal mechanistic reasoning, and 41% of students exhibited causal mechanistic reasoning on the lithium chloride dissolving in water."

Scharlott 2024 (2)¶

Scharlott, L. J.; Rippey, D. W.; Rosa, V.; Becker, N. M. (2024). Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00517

q2 · i? · associational · r1

Cross-environment observational trend reported in Results comparing instructional emphasis with student task performance. Where emphasis rose to 24% or more of class time, student use of causal mechanistic reasoning increased to 24−36%; below that, 20% or fewer did.

"We observed a similar trend in that 20% or fewer students exhibited causal mechanistic reasoning when explaining the phenomenon; however, when the emphasis on causal mechanistic reasoning rose to 24% or more, students' use of causal mechanistic reasoning increased to 24−36% on the task."

Discussion¶

Related Claims¶

• Learning environment had a less significant impact on causal mechanistic reasoning on the boiling point task, with a small effect size of 0.168 — related
• Learning environment significantly affected students' use of causal mechanistic reasoning on the dissolution task, with the core ideas environment highest at 40% — related