Outdoor school ground lessons produce significantly higher post-test scientific curiosity than conventional teaching, while the control group's curiosity declined¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The eco-hunt group scored significantly higher than the control group on post-test scientific curiosity (t(117) = 5.394, p < .001). → Kan Lin Ting & Nyet Moi Siew 2014 q3 i? Eco-hunt curiosity increased significantly from pre to post (t(62) = -2.641, p = .010) while control curiosity decreased significantly (t(55) = -2.822, p = .007). → Kan Lin Ting & Nyet Moi Siew 2014 (2)

Evidence¶

Kan Lin Ting & Nyet Moi Siew 2014¶

Kan Lin Ting & Nyet Moi Siew. (2014). Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p96

q3 · i? · causal · r1

Independent-samples t-test on post-test Children's Scientific Curiosity Scale scores in the quasi-experiment (eco-hunt n = 63, control n = 56). Pre-test means did not differ significantly (t(117) = 1.930, p = .056).

"there was a significant difference in post-test mean scores between “eco-hunt” group and control group (t(117) = 5.394, p < .001) in scientific curiosity"

Kan Lin Ting & Nyet Moi Siew 2014 (2)¶

Kan Lin Ting & Nyet Moi Siew. (2014). Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p96

q3 · i? · causal · r2

Paired-samples t-tests within groups on scientific curiosity: eco-hunt t(62) = -2.641, p = .010; control t(55) = -2.822, p = .007. The article reports the mean changes of 5.159 and -5.625 descriptively; no effect size is printed.

"an increase mean score of 5.159 in “eco-hunt” group was found, on the contrary, a decrease mean score of 5.625 was observed in control group"

Discussion¶

Related Claims¶

• Scientific curiosity gains in the eco-hunt group were confined to the novelty and complexity-of-stimuli dimensions, with no improvement in lack of clarity or surprise/bafflement — related
• Outdoor school ground lessons produce significantly higher post-test science process skills than conventional classroom teaching in Year Five students — related
• Within the eco-hunt group, all six science process skill dimensions improved significantly, with classifying improving most (39.3%) and predicting least (9.2%) — related
• Groups were equivalent at pre-test but differed significantly at post-test — related
• Curiosity was stimulated by both outdoor and indoor experiential programmes but not by traditional teaching methods, with the outdoor programme more effective — related