The pre-inquiry class produced higher overall science-related affective domain scores than the control class¶

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

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on the overall science-related affective domain after the pre-inquiry lessons. → Kang and Noh 2017

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

Table 6 posttest t-test on the 48-item science-related affective scale: experimental group 3.48 (0.38) vs control 2.92 (0.35), t = 6.02, p = 0.00**, in the two-class quasi-experiment. The article reports the experimental group "significantly improved compared to the comparative group".

"Science-Related Affective Domain 3.48 (0.38) 2.92 (0.35) 6.02 0.00**"

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 — a narrower finding that bears on this claim
• Pre-inquiry lessons raised interest in science and its subelements, with no significant difference in science and anxiety — related
• The authors report no significant difference between groups in science and anxiety after pre-inquiry lessons — related
• Science lessons built on students' meaningful pre-inquiries produce higher total science process skills than traditional textbook lessons in 6th-grade classes — related