Within-group pre-to-post TFCS changes were not statistically significant in either group, though the experimental group's views developed positively and the control group's negatively¶
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? Paired TFCS pre-post tests were non-significant in both groups (experimental t(19)=-0.832, p>.05; control t(17)=0.182, p>.05), while experimental means rose (95.95 to 99.15) and control means fell (87.39 to 86.44). → Buber 2017
Evidence¶
Buber 2017¶
Buber, A., & Coban Unal, G. (2017). The effects of learning activities based on argumentation on conceptual understanding of 7th graders about “force and motion” unit and establishing thinking friendly classroom environment. European Journal of Educational Research, 6(3), 367-384. https://doi.org/10.12973/eu-jer.6.3.367
q2 · i? · causal · r2
Paired samples t-tests on TFCS within each group of the quasi-experiment. The article reports that although not significant, posttest scores of the experimental group increased compared to pretest while control group posttest results were less than pretest.
"In TFCS results, there isn’t significant difference between pre and posttests of experiment group (t(19)= -0.832, p>.05). There isn’t significant difference between pre and posttests of control group, either (t(17)=0.182, p>.05)."
Discussion¶
Learner Variables¶
- Creativity — outcome: instruction changes it
Related Claims¶
- Argumentation-based learning activities did not produce a statistically significant difference in 7th graders' conceptual understanding of Force and Motion compared with regular instruction — related
- Neither group showed a statistically significant pre-to-post change in Force and Motion misconceptions over the five-week unit — related
- CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
- Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group — related
- Experimental and control groups did not differ significantly on pre-test NOS or SK scores — related
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