Within the eco-hunt group, all six science process skill dimensions improved significantly, with classifying improving most (39.3%) and predicting least (9.2%)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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 i? Paired-samples t-tests in the eco-hunt group showed significant pre-to-post increases in observing, classifying, making inference, predicting, communicating and controlling variables (all p < .05). → Kan Lin Ting & Nyet Moi Siew 2014
q3 i? The greatest improvement was in classifying (39.3% increase) and the least in predicting (9.2% increase). → Kan Lin Ting & Nyet Moi Siew 2014
Evidence¶
Kan Lin Ting & Nyet Moi Siew 2014¶
Kan Lin Ting & Nyet Moi Siew. (2014). Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p96
q3 · i? · causal · r2
Paired-samples t-tests on each SPS dimension for the eco-hunt group (n = 63), alpha = .05. The article reports "the greatest improvement in the dimension of classifying with a 39.3% increase" and predicting "the least increment... that was 9.2%"; only p-values are printed, no effect sizes.
"The results shows a significant positive increase from pre-test to post-test in all dimensions of science process skills, such as observing (p < .001), classifying (p < .001), making inference (p = .002), predicting (p = .024), communicating (p < .001) and controlling variables (p < .001)"
Discussion¶
Learner Variables¶
- Inferencing — outcome: instruction changes it
Related Claims¶
- Outdoor school ground lessons produce significantly higher post-test scientific curiosity than conventional teaching, while the control group's curiosity declined — related
- Outdoor school ground lessons produce significantly higher post-test science process skills than conventional classroom teaching in Year Five students — a broader claim this one bears on
- The pre-inquiry class improved specific science process subskills — measuring, inferencing, controlling variables and generalization — but not observing, classifying or predicting — related
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