A multiple-representations instruction significantly increased preservice chemistry teachers' scientifically appropriate classifications of particulate drawings from pretest to posttest¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Total scores of scientifically appropriate classifications rose significantly from pre to posttest (z=3.34, p=0.001), as did each of the three aspects of the structure of matter. → Yakmaci-Guzel 2013

Evidence¶

Yakmaci-Guzel 2013¶

Yakmaci-Guzel, B., & Adadan, E. (2013). Use of multiple representations in developing preservice chemistry teachers' understanding of the structure of matter. International Journal of Environmental & Science Education, 8(1), 109-130. https://eric.ed.gov/?id=EJ1008597

q2 · i? · causal · r1

One-group quasi-experimental study of 19 preservice chemistry teachers using Wilcoxon signed-ranks tests; the article reports "a statistically significant difference between the participants' total pre and total posttest scores (z=3.34, p=0.001)". Part-level tests were also significant (part a z=2.88, p<0.005; part b z=2.77, p<0.01; part c z=2.18, p<0.05).

"there was a statistically significant difference between the participants' total pre and total posttest scores (z=3.34, p=0.001)"

Discussion¶

Related Claims¶

• Improvements in classifying the chemical composition of matter were not durable: some participants reverted to their initial inappropriate classifications 17 months later — related
• Gains in scientifically appropriate classifications were maintained over 17 months, with no significant difference between posttest and delayed posttest scores — related
• Classifying the physical composition of matter (pure substance vs. homogeneous vs. heterogeneous mixture) was the most difficult aspect, and confusion between homogeneous and heterogeneous mixtures persisted after instruction — a narrower finding that bears on this claim
• The instruction was most effective for the physical states of matter, shifting justifications from macroscopic to submicroscopic evidence — a narrower finding that bears on this claim
• Seventh-grade students taught the particulate nature of matter unit with concept cartoons achieved significantly higher post-test scores than control students taught with the current program — related