In the PISG script, students' field-trip individual observations were largely off-target for the chosen plant, while by the post-field trip individuals showed some improvement in scientific thinking¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? During the PISG field-trip individual task, all four case students listed three to four observations about rainforest plants but only one statement each was specific to the plant chosen for inquiry. → Esther Tan 2018 q1 i? At the individual level in the post-field trip, there was some improvement in the individuals' scientific thinking processes, evident in conclusions substantiating claims with evidence. → Esther Tan 2018 (2)

Evidence¶

Esther Tan 2018¶

Esther Tan (2018). Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning. Instructional Science. https://doi.org/10.1007/s11251-018-9460-6

q1 · i? · causal · r2

Case excerpt analysis of the four PISG students' individual field-trip work: "all four students in the PISG group listed three to four observations about rainforest plants," yet "only one statement was specific to the plant chosen for the inquiry task."

"During the individual inquiry task at the field trip, all four students in the PISG group listed three to four observations about rainforest plants. However, out of the three or four statements, only one statement was specific to the plant chosen for the inquiry task."

Esther Tan 2018 (2)¶

Esther Tan (2018). Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning. Instructional Science. https://doi.org/10.1007/s11251-018-9460-6

q1 · i? · causal · r2

Qualitative comparison of the same students' post-field trip individual work: "there was some improvement in the individuals’ scientific thinking-processes," visible in conclusions substantiating claims with evidence, and students focused on their specific plant of inquiry.

"At the individual level in the post-field trip, there was some improvement in the individuals’ scientific thinking-processes. This was evident in the scientific conclusions they made: substantiating scientific claims with evidence."

Discussion¶

Related Claims¶

• In the PISG case study, occurrences of high-level grounding and high-level testing co-occurred with more occurrences of high-level inquiry processes — related
• In the case discourse, failure to integrate individuals' ideas with sound verification was linked to low-level inquiry outcomes, while successful high-level grounding enabled groups to integrate ideas and negotiate shared knowledge — related
• The PISG and PSGI script sequences showed no statistically significant differences on high- and low-level inquiry processes, with small effect sizes despite descriptive trends favoring PISG on high-level processes — related
• The PISG and PSGI classroom script sequences showed no statistically significant difference in high- and low-level grounding and testing processes, alongside a trend favoring PISG — related
• A river-study conceptual model on handhelds supported observation, analysis, experimentation, and report writing for 72 secondary students in fieldwork — related