Questioning skill shows the largest improvement among the five trained science process skills¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among the SPS aspects, questioning skill reached the highest improvement (final – initial = 1.26) in the experimental group. → Winarti 2019
Evidence¶
Winarti 2019¶
Winarti, A., Yuanita, L., & Nur, M. (2019). The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and Science Process Skills of junior high school students. Journal of Technology and Science Education, 9(2), 122-135. https://doi.org/10.3926/jotse.404
q2 · i? · causal · r2
Descriptive comparison of the three SPS assessments (N = 63) in the experimental group; Table 8 prints the questioning improvement as 1.26, versus 0.75, 0.53, 0.65 and 0.55 for the other aspects. The authors attribute this to formulating-questions activities.
"As indicated in Table 8, the SPS mean scores improved from the initial to the final assessment. This was calculated by the differences between the initial and the final score. Among the aspects of SPS, questioning skill reached the highest improvement."
Discussion¶
Related Claims¶
- Students' science process skills improve significantly across three assessments under the MI-based strategy — a broader claim this one bears on
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