Boys and girls do not differ in the type of mental models of the day and night cycle they hold¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A Fisher Exact Test found no difference between boys and girls in mental model type (p = 0.48). → Saçkes 2015

Evidence¶

Saçkes 2015¶

Saçkes, M. (2015). Kindergartners' Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms. Educational Sciences: Theory & Practice, 15(4), 997-1006. https://doi.org/10.12738/estp.2015.4.2741

q2 · i? · qualitative · r3

In the results section of the interview study with 46 kindergartners, "The results of the Fisher Exact Test indicated that the boys and the girls did not differ" in model type (p = 0.48), performed in SPSS version 18. No effect size is printed, so no magnitude is reported.

"The results of the Fisher Exact Test indicated that the boys and the girls did not differ regarding the type of mental models they held (p = 0.48)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger — the general claim this finding bears on, with the studies behind it
• The majority (63%) of kindergartners hold naïve mental models of the day and night cycle, with the distance model the most common — related
• Few kindergartners hold synthetic (18%) or scientific (13%) models of the day and night cycle despite no formal instruction — related
• DIF was found for four items but could not be anticipated from differential response times between boys and girls alone — related
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement — related
• The negative response time–likelihood trend holds for boys (R=-0.22) but not for girls (R=+0.04) — related
• Mean response likelihood does not differ significantly between boys and girls, but its variance is 1.46 times greater for girls — related
• No significant interaction between gender and CREACT on pretest or posttest creative performance — related
• No significant difference between boys and girls in the degree of animistic or anthropomorphic explanation — related
• Kindergartners struggle to give verbal causal explanations, but model-based tasks let most of them express causal ideas — related
• The cross-lagged model holds equally for intervention and control groups and for boys and girls — related