Neither group showed a statistically significant pre-to-post change in Force and Motion misconceptions over the five-week unit¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Paired t-tests found no significant pre-post FMCT difference in the experimental group (t(15)=0.84, p>.05) or the control group (t(14)=0.46, p>.05). → Buber 2017
Evidence¶
Buber 2017¶
Buber, A., & Coban Unal, G. (2017). The effects of learning activities based on argumentation on conceptual understanding of 7th graders about “force and motion” unit and establishing thinking friendly classroom environment. European Journal of Educational Research, 6(3), 367-384. https://doi.org/10.12973/eu-jer.6.3.367
q2 · i? · causal · r1
Paired samples t-tests within each group of the quasi-experiment. Experimental means moved from 8.56 to 8.00 and control means from 9.33 to 9.00, both decreases non-significant; equivalence was not tested.
"In Table 5, it is found that there isn’t any significant difference between pre and posttest results of experimental group’s scores in FMCT (t(15)=0.84, p>.05)."
Discussion¶
Related Claims¶
- Argumentation-based learning activities did not produce a statistically significant difference in 7th graders' conceptual understanding of Force and Motion compared with regular instruction — 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
- Within-group pre-to-post TFCS changes were not statistically significant in either group, though the experimental group's views developed positively and the control group's negatively — related
- Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms — related
- All ten multimedia treatment conditions produced significant pre-to-post achievement gains with medium or high effect sizes — related
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