Instruction with the explanation assisted REACT strategy significantly eliminated some alternative conceptions about impulse, momentum and collisions¶

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? Frequencies of several alternative conceptions (AC1, AC2, AC5, AC8, AC16, AC17, AC21) decreased and some (AC6, AC14, AC15) disappeared after instruction. → Eser Ültay & Nedim Alev 2017

Evidence¶

Eser Ültay & Nedim Alev 2017¶

Eser Ültay & Nedim Alev. (2017). Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics. Journal of Education and Practice, Vol.8, No.7. https://eric.ed.gov/?id=EJ1137601

q2 · i? · causal · r1

Analysis of two-tier IMCCT second-tier responses across pre, post and delayed tests, with deductively coded interview data. The article reports decreased or absent frequencies for the listed alternative conceptions after instruction.

"On the other hand, the frequency of some alternative conceptions of PSTs was decreased (AC1, AC2, AC5, AC8, AC16, AC17, AC21) or even not seen (AC6, AC14, AC15) after the instructions."

Discussion¶

Related Claims¶

• Some alternative conceptions persisted or newly emerged after instruction, including conceptions not seen in pre-tests — reports the opposite
• The explanation assisted REACT group retains its advantage on a delayed test nine weeks after the intervention despite score decline — related
• Explanation assisted REACT strategy produces significantly higher post-test conceptual understanding of impulse, momentum and collisions than traditional teaching — related