PF students scored significantly higher than DI students on climate explanatory knowledge¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
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 i2 A significant main effect of treatment group favored PF on climate explanatory knowledge (η² = .044), with no significant teacher experience effect or interaction. → 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 · i2 · causal · r2
Two-way ANOVA on climate explanatory knowledge in the same quasi-experiment (110 Year Nine students). The treatment main effect favored PF (η² = .044); teacher experience and interaction were not significant. Pre-test could not be used as covariate because homogeneity of regression slopes was violated.
"For climate explanatory knowledge, a two-way ANOVA revealed that there was a significant main effect of treatment group (F(1,106) = 4.852, p = .015, one-tailed, = .044)."
Discussion¶
Related Claims¶
- PF and DI groups showed no significant difference in climate declarative knowledge gains — related
- Ninth-grade students in a Productive Failure design scored significantly higher than Direct Instruction students on complex systems explanatory knowledge about climate — related
- DI students relied on notes rather than exploring the agent-based models, while PF classes showed lively collaborative exploration and questioning — related
- PF students scored significantly higher than DI students on near transfer (butterfly effect problem) — related
- Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions — related
- Both treatment groups significantly improved climate explanatory knowledge, with no reliable condition or teacher-expertise differences — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pf-beats-di-climate-explanatory-knowledge |
title |
PF students scored significantly higher than DI students on climate explanatory knowledge |
description |
PF students scored significantly higher than DI students on climate explanatory knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacobson-2017 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.