Six months after training, the experimental group showed a slight improvement over the control group in transferring argumentation to teaching practice, especially in mentioning argumentation in practice portfolios¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A 6-month transfer task showed a slight improvement for the experimental group over the control group in transferring argumentation to practice, especially in the extent to which they mentioned argumentation in their practice portfolios. → Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018 q2 i? Transfer was analysed in practice portfolios (25 from E-PESTs, 29 from C-PESTs) searched for argumentation references and coded in three categories from no mention to argumentation as part of delivered teaching-unit activities. → Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018 (2)

Evidence¶

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018¶

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López. (2018). Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme. https://doi.org/10.1007/s11251-018-9446-4

q2 · i? · causal · r2

This finding is stated in the abstract; the paper's results text reporting the Fisher's exact test on transfer falls beyond the provided excerpt. The comparison describes a slight improvement for the PESTs of the experimental group in relation to the control group; no effect size or test statistic is printed in the quoted span, so no magnitude is reported.

"A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice, especially to the extent to which they mentioned argumentation in their practice portfolios."

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018 (2)¶

Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López. (2018). Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme. https://doi.org/10.1007/s11251-018-9446-4

q2 · i? · causal · r1

Documentary analysis of 25 E-PEST and 29 C-PEST practice portfolios, searched in PDF via the keyword fragment argu and coded on a three-category progression (C1: not mentioned; C2: mentioned but not part of teaching-unit activities; C3: part of the teaching-unit activities actually implemented).

"In this way, 25 portfolios from E-PESTs and 29 from C-PESTs were accessed."

Discussion¶

Related Claims¶

• At the end of the programme, the trained experimental group differed significantly from the control group in argumentation competence — related
• Multitasking training on adaptive NeuroRacer reduced older adults' multitasking costs beyond active and no-contact controls, exceeding untrained 20-year-olds, with gains persisting 6 months — related
• Computer-based training reliably improves children's working memory and reasoning, but computerized training has not succeeded in improving 4- to 6-year-olds' inhibitory control — related
• Preservice elementary science teachers who completed the argumentation training programme made significant pre-to-post gains across the three argument elements and overall argumentative performance — related
• Before the training, experimental and control PESTs were largely equivalent in argumentative competence, except justifications in the tree growth activity where the control group scored lower — related