Most experimental-group pre-service teachers viewed the project-based HNOS course positively and recommended carrying it out through project activities¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 92.65% of experimental-group participants replied Yes when asked whether carrying out the course via project activities was beneficial. → Ayşe Sert Çıbık 2016 q2 i? 73.14% recommended carrying out the course via activities oriented towards the use of projects. → Ayşe Sert Çıbık 2016 (2) q2 i? 78.03% replied Yes on the third questionnaire item about the course's effect on their views. → Ayşe Sert Çıbık 2016 (3)

Evidence¶

Ayşe Sert Çıbık 2016¶

Ayşe Sert Çıbık. (2016). The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge. International Journal of Environmental & Science Education, 11(4), 453-472. https://eric.ed.gov/?id=EJ1094587

q2 · i? · causal · r2

Descriptive analysis of a researcher-developed questionnaire administered to all 41 experimental-group participants after the post-test; 92.65% (f=38) answered Yes on benefit. Frequencies and percentages are descriptive.

"The findings of the first item indicate that 92.65% of the pre -service teachers (f=38) replied as “Yes” and 7.3% (f=3) gave the response “Not sure”."

Ayşe Sert Çıbık 2016 (2)¶

Ayşe Sert Çıbık. (2016). The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge. International Journal of Environmental & Science Education, 11(4), 453-472. https://eric.ed.gov/?id=EJ1094587

q2 · i? · causal · r2

Second item of the same post-treatment questionnaire; 73.14% (f=30) answered Yes, 12.18% No and 14.61% Not sure. Descriptive statistics only.

"The responses given to the second item were “Yes” by 73.14% of the participants (f=30), “No” by 12.18% of them (f=5) and “Not sure” by 14.61% (f=6)."

Ayşe Sert Çıbık 2016 (3)¶

Ayşe Sert Çıbık. (2016). The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge. International Journal of Environmental & Science Education, 11(4), 453-472. https://eric.ed.gov/?id=EJ1094587

q2 · i? · causal · r2

Third item of the same questionnaire; 78.03% (f=32) answered Yes. The article concludes project activities positively affected most participants' views of the course. Descriptive statistics only.

"The responses were determined as “Yes” by 78.03% of the pre -service teachers (f=32), “No” by 14.62% of them (f=6) and lastly “Not sure” by 7.31% of the participants (f=3) for the third item."

Discussion¶

Related Claims¶

• Post-test SUSSI scores of pre-service science teachers taught through project-based HNOS training are significantly higher than those of the control group taught by conventional method — related
• Experimental-group students reported enjoying learning Newton's Laws through game-based projects and wanted the method used in other lessons — related
• All pre-service teachers planned to teach environmental education, but only the experimental group specified concrete student-centered methods and outdoor activities — related