Neither group showed a significant decline from post-test to retention test on NOS or SK measures¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-test versus retention-test differences were not significant in the experimental group (tNOSS = 1.411; tSKS = 1.300; p > 0.05) or the control group (tNOSS = 1.539; tSKS = 1.707; p > 0.05). → Mustafa Metin 2022

Evidence¶

Mustafa Metin 2022¶

Mustafa Metin. (2022). Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers' View about Nature of Science and Scientific Knowledge. Journal of Science Learning, 5(1), 165-175. https://doi.org/10.17509/jsl.v5i1.33190

q2 · i? · causal · r1

Paired samples t-tests comparing post-test and retention-test means in both groups of the quasi-experimental study; the article reports no significant difference for either scale in either group. Equivalence was not tested; no effect sizes are printed.

"However, a significant difference has not been found (t NOSS = 1.411; p > 0.05; t SKS = 1.300; p > 0.05) between post-tests and retention tests."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
• In one nonequivalent-groups study of pre-school prospective teachers, the group taught with formative assessment embedded in explicit-reflective instruction scored higher on post-test NOS and SK than the group taught with explicit-reflective instruction alone — related
• The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — related
• Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related