PF students scored significantly higher than DI students on near transfer (butterfly effect problem)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Being in the PF treatment had a significant positive impact on near transfer scores compared to DI (η² = .038), 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 · i1 · causal · r2

Two-way ANOVA on the butterfly effect near transfer problem, which required appropriate use of climate and complex systems ideas, in the quasi-experiment with 110 students. Treatment main effect favored PF (η² = .038); teacher experience and interaction were not significant.

"For the “butterfly effect” near transfer problem, a two-way ANOVA revealed there was a significant main effect of treatment group (F(1,106) = 4.144, p = .022, one-tailed, = .038)."

Discussion¶

Related Claims¶

• Ninth-grade students in a Productive Failure design scored significantly higher than Direct Instruction students on complex systems explanatory knowledge about climate — related
• PF students scored significantly higher than DI students on far transfer (robot mining problem), with an independent teacher experience effect — related
• PF students scored significantly higher than DI students on climate explanatory knowledge — related
• PF students outperformed direct-instruction students on conceptual understanding and transfer without compromising procedural fluency — a broader claim this one bears on
• For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test — related
• DI-PS significantly outperformed PS-DI on the two supplier-reasoning problem-solving criteria (d = .60 and d = .64) — related
• Both treatment groups improved near within domain transfer, but the One Model Group's benefit depended on having a content-expert teacher while the Two Models Group's did not — related