Students taught with the Science Learning Cycle method show better conceptual understanding gains in physics than students taught with conventional methods¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2017 · 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.
q2 i? The experiment group's normalized gain on conceptual understanding was 0.58 (medium category) versus 0.29 (low category) for the control group. → Dwi Sulisworo 2017
Evidence¶
Dwi Sulisworo 2017¶
Dwi Sulisworo, Novitasari Sutadi. (2017). Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning. International Journal of Evaluation and Research in Education (IJERE), 6(1). http://iaesjournal.com/online/index.php/IJERE
q2 · i? · causal · r2
Quasi-experimental pretest-posttest control-group study with 30 experiment and 32 control vocational students. The experiment group's N-gain was 0.58 (medium) and the control group's 0.29 (low); the article reports "the gain for the control group is 0.29". Posttest means were 18.17 versus 14.09.
"it can be calculated the gain index which it obtained an increase in experiment group 0.58. That is an increase in students' conceptual understanding affected by the implementation of SLC method. It is in the medium category. But on the other hand, the gain for the control group is 0.29"
Discussion¶
Related Claims¶
- 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
- Students taught with the SLC method show higher learning-independence questionnaire scores than students taught with lecture method — related
- In Harvard's introductory physics course, average FCI posttest scores and normalized gain rose sharply in the year it switched from traditional lectures to Peer Instruction — related
- Introductory physics students taught with Just-in-Time Teaching showed larger overall Force Concept Inventory gains (37.6%±2.0%) than students in traditional lecture courses (17.9%±2.5%) — related
- Learning method has a significant separate influence on conceptual understanding, accounting for 29.4% of variance — related
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