Natural-monument misconceptions (e.g., "It is the name used for mausoleums") were largely eliminated post-test, with 18 experimental and 12 control students reaching complete understanding¶
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Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? Post-test, 18 experimental-group and 12 control-group students gave complete-understanding responses to the natural monument concept. → Tülay Şenel Çoruhlu & Sibel Er Nas 2017
Evidence¶
Tülay Şenel Çoruhlu & Sibel Er Nas 2017¶
Tülay Şenel Çoruhlu & Sibel Er Nas. (2017). The Impact of Guidance Materials on Students' Conceptual Understanding: The Case of "What Is the Earth's Crust Composed of?". Journal of Education and Training Studies, 5(2). https://doi.org/10.11114/jets.v5i2.2169
q2 · i? · causal · r1
Concept-test frequency analysis (Table 3). Pre-test, 6 students in each group showed complete understanding and misconceptions converged on "It is the name used for mausoleums" and "It is the name referring to the remnants of the old"; post-test complete-understanding counts rose to 18 (experimental) and 12 (control).
"In the post-test, on the other hand, 18 students from the experimental group and 12 from the control group provided complete understanding responses to the question about the concept, noting "It is the name referring to the naturally occurring entities"."
Discussion¶
Related Claims¶
- The most widely-voiced student misconception about fossils was that fossils are \"the fuel obtained from under the ground\", voiced pre-test by 4 experimental and 11 control students — related
- Interviewed experimental students reported feeling themselves in thinking friendly classrooms and generally scientifically accurate understanding, with misconceptions persisting in Work, Simple Machines, and Frictional Force topics — related
- Concept cartoon© teaching produced a statistically significant posttest score advantage over traditional teaching in fourth-grade science — related
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