Pre-inquiry lessons raised interest in science and its subelements, with no significant difference in science and anxiety¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Overall interest in science was significantly higher in the experimental group (3.36 vs 2.73). → Kang and Noh 2017 q2 i? Science and anxiety showed no significant group difference (p = 0.63). → Kang and Noh 2017 (2)

Evidence¶

Kang and Noh 2017¶

Houn Tae Kang, Suk Goo Noh. (2017). The Effect on Elementary Science Education Based on Student's Pre-inquiry. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050908

q2 · i? · causal · r1

Posttest comparison of interest-in-science subelements in the two-class quasi-experiment; overall interest favored the experimental group with a "significant difference". Interest in science learning (3.62 vs 2.66) and science-related activities (3.10 vs 2.50) were also significant.

"Overall, the interest in science was 2.73 points for the controlled group and 3.36 points for the experimental group, indicating a significant difference."

Kang and Noh 2017 (2)¶

Houn Tae Kang, Suk Goo Noh. (2017). The Effect on Elementary Science Education Based on Student's Pre-inquiry. Universal Journal of Educational Research 5(9). https://doi.org/10.13189/ujer.2017.050908

q2 · i? · causal · r1

The article reports that for the science and anxiety subelement "there was no significant difference" between groups (Table 5: 3.65 vs 3.56, p = 0.63); equivalence was not tested.

"Interest in science- related job was also high after the experim ent, and there was no significant difference in the science and anxiety."

Discussion¶

Related Claims¶

• Pre-inquiry lessons raised students' awareness of science, science education and science-related jobs, but not awareness of the science-technology-society interrelationship — related
• The authors report no significant difference between groups in science and anxiety after pre-inquiry lessons — possibly the same claim (merge candidate)
• The pre-inquiry class produced higher overall science-related affective domain scores than the control class — related