Teachers who took the course reported significantly higher confidence in their ability to teach force and motion (effect size = 0.49)¶

Claim · All claims
Evidence · 1 study · causal r3 · q4 · i1 small
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 Intervention group teachers rated their confidence in teaching force and motion significantly higher than control teachers (effect size = 0.49). → Heller 2012

Evidence¶

Heller 2012¶

Heller, J.I. (2012). Effects of Making Sense of SCIENCE™ professional development on the achievement of middle school students, including English language learners. (NCEE 2012-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://eric.ed.gov/?id=ED530414

q4 · i1 · causal · r3

Intermediate confirmatory analysis of the randomized trial using self-reported teacher confidence ratings (survey items listed in Appendix H). The intervention group significantly outscored controls with a printed effect size of 0.49.

"teachers who received the professional development course outscored their control group counterparts on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38), as well as on their ratings of confidence in their ability to teach force and motion (effect size = 0.49)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• English language learner students showed no statistically significant gains on either force and motion or California Standards Test outcomes — related
• Teachers who took the course outscored control teachers on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38) — related
• The Making Sense of SCIENCE course produced no statistically significant gains in grade 8 students' science content knowledge in the full sample — related