Classroom pedagogical interventions significantly reduce teleologic and anthropomorphic language, with curricular exposure but not age as a significant factor¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? ANCOVA shows a significant difference in students' affordance of teleologic and anthropomorphic languages after various classroom pedagogical interventions (F = 9.407, p = .004). → Bautista 2015 q2 i? When respondents are grouped by age and curricular undertaking, curriculum is significant (F = 5.087, p = .030) but age is not (F = .395, p = .676), so anthropomorphism is not reduced as one ages but depends on the nature of the curriculum attended. → Bautista 2015 (2)

Evidence¶

Bautista 2015¶

Bautista, R. G. (2015). Students' affordance of teleologic explanations and anthropomorphic language in eliciting concepts in physics. Journal of Technology and Science Education, 5(1), 31-40. https://doi.org/10.3926/jotse.137

q2 · i? · causal · r1

ANCOVA of between-subjects effects of classroom pedagogical interventions on 48 students' affordance of teleologic and anthropomorphic language; the corrected model was significant (F = 17.305, p = .000) with adjusted R Squared = .675.

"It was found out that there is a signifcant diference on the students’ afordance of teleologic and anthropomorphic languages afer various classroom pedagogical interventons had been introduced: F-value of 9.407 and a p-value of .004, at .05 level of signifcance."

Bautista 2015 (2)¶

Bautista, R. G. (2015). Students' affordance of teleologic explanations and anthropomorphic language in eliciting concepts in physics. Journal of Technology and Science Education, 5(1), 31-40. https://doi.org/10.3926/jotse.137

q2 · i? · causal · r1

ANCOVA grouping factor tests in the same study: age F = .395, p = .676 (not significant); curriculum F = 5.087, p = .030 (significant). The author attributes this to students exposed to English eliciting better ideas over counterparts exposed to Arabic instruction.

"The interactons of the classroom pedagogical interventons to the respondents’ afordance of teleologic and anthropomorphic languages were also analyzed when the respondents were grouped according to their age and curricular undertakings: F-values of .395 and 5.087, and p-values of .676 and 0.030, at .05 level of signifcance, respectvely."

Discussion¶

Related Claims¶

• Anthropomorphic explanations of 15 abstract physics concepts differ significantly before and after classroom pedagogical interventions — related
• Students who just completed secondary education and those from the English curriculum showed the least teleologic-anthropomorphic affordance — related
• The interaction of interventions with age and curricular undertaking is not significant at the .05 level — related
• Students' teleologic explanations and anthropomorphic languages correlate with age and are associated with curricular undertaking — reports the opposite
• Animistic and anthropomorphic explanations do not diminish with age but survive into adulthood, contrary to the Piagetian stage account — reports the opposite