PF and DI groups showed no significant difference in climate declarative knowledge gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A two-way ANCOVA found no significant main effect of treatment group or teacher experience, and no significant interaction, on climate declarative knowledge, consistent with the non-directional hypothesis. → Jacobson 2017

Evidence¶

Jacobson 2017¶

Jacobson, Michael, Markauskaite, Lina, Portolese, Alisha, Kapur, Manu, Lai, Polly, & Roberts, Gareth (2017). Designs for learning about climate change as a complex system. Learning and Instruction, 52, pp. 1-14. https://doi.org/10.1016/j.learninstruc.2017.03.007

q2 · i? · causal · r2

Two-way ANCOVA on climate declarative knowledge adjusting for pre-test scores, in the quasi-experiment with 110 Year Nine students. No significant effects were found; the article reports both groups improved but the improvement was not statistically significant. Equivalence was not tested.

"For climate declarative knowledge, a two-way ANCOVA revealed that there were no significant main effects for either treatment group (F(1,105) = 1.652, p >.1, = .015) or level of teacher experience (F(1,105) = .006, p >.1, < .001)."

Discussion¶

Related Claims¶

• Ninth-grade students in a Productive Failure design scored significantly higher than Direct Instruction students on complex systems explanatory knowledge about climate — related
• PF students scored significantly higher than DI students on climate explanatory knowledge — related
• Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions — possibly the same claim (merge candidate)
• Both treatment groups significantly improved climate explanatory knowledge, with no reliable condition or teacher-expertise differences — related