ISIA students gained significantly more conceptual understanding of forces and motion than conventional-instruction peers¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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 i3 Grade 10 physics students taught with the ISIA simulation-supported inquiry sequence scored significantly higher on a conceptual understanding post-test than students taught with conventional instruction, with a large effect size. → Fan et al. 2018
Evidence¶
Fan et al. 2018¶
Xinxin Fan, David Geelan and Robyn Gillies. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences. https://doi.org/10.3390/educsci8010029
q3 · i3 · causal · r2
Quasi-experimental comparison of two pre-existing classes taught with ISIA (n = 55) and two with conventional instruction (n = 62) over eight weeks; one-way ANOVA on post-test conceptual understanding gave "F (1, 115) = 25.11, p = 0.000, η2 = 0.181".
"There was a statistically significant difference at the p < 0.05 level in scores for the two groups: F (1, 115) = 25.11, p = 0.000, η2 = 0.181 which, according to generally accepted criteria [54], is considered a large effect size."
Discussion¶
Related Claims¶
- Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students — related
- Argumentation-based learning activities did not produce a statistically significant difference in 7th graders' conceptual understanding of Force and Motion compared with regular instruction — related
- TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
- ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion — related
- ISIA students gained significantly more confidence in their learning than conventional-instruction peers — related
- ISIA students developed significantly greater inquiry process skills than conventional-instruction peers — related
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