Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50)¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The correlation between LCTSR pre-score and TUG-K normalized gain (slope 0.64, r=0.59) is stronger than for DIRECT (slope 0.45, r=0.50), consistent with theoretical content depending more on reasoning development. → Moore 2011

Evidence¶

Moore 2011¶

Moore, J. C., & Rubbo, L. J. (2011). Scientific reasoning abilities of non-science majors in physics-based courses. https://arxiv.org/abs/1110.2764 doi:10.48550/arxiv.1110.2764

q2 · i1 · associational · r1

Correlational analysis over two years of conceptual physics courses relating pre-instruction LCTSR scores to normalized gains on TUG-K and DIRECT. TUG-K (slope 0.64, r=0.59) tests movement between multiple representations requiring higher-order abstract thinking, classified as mostly theoretical content.

"With a slope of linear fit of 0.64 and r=0.59, the correlation between TUG-K normalized gain and LCTSR score is similar to that seen for the FCI and stronger than the correlation observed for the DIRECT assessment [slope=0.45 and r=0.50 (see fig. 4)]."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Secondary academic performance is predicted by cognitive ability more strongly than by curiosity — the general claim this finding bears on, with the studies behind it
• Preliminary explicit instruction in scientific reasoning patterns (e.g., IAT statement construction) produced much larger LCTSR gains (g = 0.68) than courses without such intervention (g = 0.11) — related
• Random measurement noise in pretest scores produces a negative contribution to the correlation between normalized gain and pretest score — related
• When the γ-process (associative interaction of correct and incorrect knowledge) is considered, the normalized gain correlates positively with pretest score — related
• Hake's survey found interactive-engagement courses achieved average normalized gains about two standard deviations greater than traditional courses, with overall gain–pretest correlation of +0.02 — related
• High-ability students' learning behaves as a dominant α-process even at low pretest scores, while average-ability students show more γ-process behavior — related
• Prior Knowledge Determines New Learning — reports the opposite
• In physics-based courses for non-science majors taught with active-engagement pedagogy, normalized gains were 0.38–0.42 on content tests but 0.06 on a scientific-reasoning test — related
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• The pretest-posttest correlation is a factor in determining a study's statistical power in education evaluations using state assessments. — related
• Pre-test scores strongly predict post-test scores but not normalized learning gains — reports the opposite
• mPFC activity during schema-related encoding predicts normalized second-year course grades, with no such relation for MTL activity — related
• Non-STEM majors in conceptual physics and astronomy courses score significantly lower pre-instruction on the LCTSR than STEM majors — related
• The AI-tutoring advantage holds across prior-ability and scientific-attitude subpopulations — reports the opposite