Scaffolding between planning and translating stages produced high-effectiveness improvement in pre-service physics teachers' ability to write teaching materials¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The scaffolding design improved writing teaching materials ability with effect sizes of 1.89 (waves and optics) and 1.91 (electromagnetism), both rated high. → Sinaga 2015

Evidence¶

Sinaga 2015¶

Sinaga, P., Suhandi, A., & Liliasari. (2015). The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials. International Journal of Instruction, 8(1). https://eric.ed.gov/?id=EJ1085295

q2 · i3 · causal · r1

Quasi-experimental comparison of experimental vs. control class post-test scores on writing teaching materials ability, evaluated with a rubric adapted from Hand et al. (2009). Effect sizes d = 1.89 and d = 1.91 were both rated "high" by the authors.

"Waves and Optic 82.41 57.29 10.29 15.67 1.89 (high) Electromagnetism 82.06 63.04 10.68 11.81 1.91 (high)"

Discussion¶

Related Claims¶

• Experimental class significantly outperformed control class in ability to write physics teaching materials on both topics — related
• Multiple representation ability improved with mixed gains: medium for waves and optics (d = 0.97) and low for electromagnetism (d = 0.80) — related
• Scaffolding produced a medium-effect improvement in pre-service teachers' conceptual understanding of electromagnetism and waves and optics — related
• Translation among modes of representation improved with low normalized gains and large effect sizes on both topics — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• GBSRI significantly improved Thai undergraduates' overall English paragraph writing scores after eight weeks — related