Scientific literacy post-test scores, critiquing performance, and inquiry performance were closely related¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A close relation was detected among scientific literacy post-test scores, critiquing performance, and inquiry performance in the inquiry activity. → Liu 2022

Evidence¶

Liu 2022¶

Liu, C.-C., Wen, C.-T., Chang, H.-Y., Chang, M.-H., Lai, P.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2022). Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy. Instructional Science, 50, 303-333. https://doi.org/10.1007/s11251-021-09571-4

q2 · i? · causal · r?

Correlational finding reported in the study: "a close relation" among the three measures was detected. The authors interpret this as alignment between prior critiquing and the goals of developing inquiry skills and scientific literacy with virtual labs; no correlation coefficient is printed in the supplied text.

"A close relation among scientific literacy post-test scores, critiquing performance, and inquiry performance in the inquiry activity was detected, suggesting that student critiquing prior to inquiry is in alignment with the goal of developing students' inquiry skills and scientific literacy with virtual labs."

Discussion¶

Related Claims¶

• Eighth graders experiencing ADI instruction scored significantly higher on the post-test of demonstrated scientific literacy (SLA-D) than students experiencing structured inquiry
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related
• Critiquing problematic inquiry cases before virtual-lab inquiry augments the effect of virtual labs on middle school students' scientific literacy more than teacher demonstration — related
• ADI students' item-level gains concentrated on items about determining variables for a research question and on scientific inquiry questions — related
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did — related
• Virtual labs showed a limitation in helping students transfer what they learned from teacher demonstration to new inquiry contexts — related