Scientific inquiry learning model based on conceptual change improves science process skills better than conventional learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with scientific inquiry learning model based on conceptual change achieved significantly higher science process skill scores than students taught with conventional learning. → Sahhyar & Nst 2017

Evidence¶

Sahhyar & Nst 2017¶

Sahhyar & Nst, F. H. (2017). The Effect of Scientific Inquiry Learning Model Based on Conceptual Change on Physics Cognitive Competence and Science Process Skill (SPS) of Students at Senior High School. Journal of Education and Practice, 8(5), 120-126. https://eric.ed.gov/?id=EJ1133077

q3 · i? · causal · r1

Same quasi-experimental study with 62 students. SPS was assessed via observation sheets across three meetings. Experimental class SPS mean was 79.66 vs 63.97 in control class, with t-test Sig. 0.000. The study reports "students' SPS using scientific inquiry learning model based on conceptual change was better than using conventional learning."

"According to the results given in Table 10, students' SPS using scientific inquiry learning model based on conceptual change was better than using conventional learning."

Discussion¶

Related Claims¶

• Experimental class shows higher average SPS observation percentages across all three meetings — a narrower finding that bears on this claim
• Experimental class outperforms control class on every individual science process skill indicator — a narrower finding that bears on this claim
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of scientific process skills — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• ISIA students gained significantly more conceptual understanding of forces and motion than conventional-instruction peers — related
• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related