Experimental class significantly outperformed control class in ability to write physics teaching materials on both topics¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? Kruskal-Wallis tests rejected the null hypothesis for writing ability on waves and optics (Hcal = 22.77) and electromagnetism (Hcal = 19.74), both exceeding Hcrit = 7.88 at α = 0.005. → Sinaga 2015
Evidence¶
Sinaga 2015¶
Sinaga, P., Suhandi, A., & Liliasari. (2015). The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials. International Journal of Instruction, 8(1). https://eric.ed.gov/?id=EJ1085295
q2 · i? · causal · r1
Non-parametric Kruskal-Wallis hypothesis test comparing experimental (scaffolding) and control (expository approach) classes on writing teaching materials ability. Hcal = 22.77 exceeded Hcrit = 7.88 at α = 0.005, df = 1, so H0 was rejected. No effect size is attached to this test statistic.
"The ability to write physics teaching materials on the topic of waves and optics, it was shown that Hcal = 22.77."
Discussion¶
Related Claims¶
- Scaffolding between planning and translating stages produced high-effectiveness improvement in pre-service physics teachers' ability to write teaching materials — related
- Experimental class significantly outperformed control class in conceptual understanding of electromagnetism — related
- Multiple representation ability improved with mixed gains: medium for waves and optics (d = 0.97) and low for electromagnetism (d = 0.80) — related
- Scaffolding produced a medium-effect improvement in pre-service teachers' conceptual understanding of electromagnetism and waves and optics — related
- Translation among modes of representation improved with low normalized gains and large effect sizes on both topics — related
- Ability to translate among representation modes depended on concept understanding rather than physics domain, with the most difficult translation differing by domain — related
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