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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no significant difference between the PISG and PSGI script conditions on high-level grounding and high-level testing, and the effect sizes were small. → Esther Tan 2018 q3 i? Results were not significant for low-level grounding and testing, though PISG students showed lower occurrences of low-level testing with close to medium-effect size. → 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

q3 · i? · causal · r2

Independent-samples t tests on coded frequencies from 20 groups (10 PISG, n = 32; 10 PSGI, n = 29) found "no significant difference between the two script conditions on the high-level grounding and high-level testing processes."

"However, there was no significant difference between the two script conditions on the high-level grounding and high-level testing processes and their effect sizes were small."

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

q3 · i? · causal · r2

The same t-test analysis of the 20 groups' low-level regulative processes was "not significant," with PISG students showing "lower occurrences of low-level testing with close to medium-effect size"; the printed effect size value is not stated in the results text.

"Likewise, the results were not significant for low-level grounding and low-level testing in both script conditions though students in the PISG condition showed lower occurrences of low-level testing with close to medium-effect size."

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 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 — 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
• Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores — related