Inquiry learning in a virtual laboratory on Archimedes' principle produces significant conceptual knowledge gains in all three guidance conditions¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2018 · 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.
q3 i3 Learners' scores increased significantly from pre- to post-test in all conditions, with large effects (EDT dCohen = 1.33; CS dCohen = 0.83; CM dCohen = 0.92). → Siswa van Riesen 2018
Evidence¶
Siswa van Riesen 2018¶
Siswa van Riesen, Hannie Gijlers, Anjo Anjewierden, Ton de Jong. (2018). Supporting learners' experiment design. Education Tech Research Dev (2018) 66:475–491. https://doi.org/10.1007/s11423-017-9568-4
q3 · i3 · causal · r2
Controlled experiment with 120 third-year pre-university students (86 analyzed) randomly assigned within class to three conditions. Per-condition Wilcoxon signed-rank tests showed large printed effect sizes: EDT dCohen = 1.33, CS dCohen = 0.83, CM dCohen = 0.92; the overall pre-to-post effect was dCohen = 0.99.
"Learners' scores significantly increased from pre- to post-test in all conditions (EDT condition: Z = 4.133, p \ .001, dCohen = 1.33; CS condition: Z = 3.576, p \ .001, dCohen = 0.83; CM condition: Z = 3.044, p = .002, dCohen = 0.92), showing a large learning effect in all conditions."
Discussion¶
Related Claims¶
- Low prior knowledge learners given detailed research questions without the EDT showed very little learning gain, with descriptive gains lower than in the main-questions-only condition — reports the opposite
- Low prior knowledge learners gained significantly more conceptual knowledge with the Experiment Design Tool than with the specific research questions alone — a narrower finding that bears on this claim
- Providing the Experiment Design Tool did not improve conceptual knowledge gains overall compared to control conditions — related
- Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics — a broader claim this one bears on
- Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
significant-learning-gains-all-inquiry-conditions-archimedes |
title |
Inquiry learning in a virtual laboratory on Archimedes' principle produces significant conceptual knowledge gains in all three guidance conditions |
description |
Inquiry learning in a virtual laboratory on Archimedes' principle produces significant conceptual knowledge gains in all three guidance conditions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — siswa-van-riesen-2018 |
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