Think-pair-share instruction produced more positive epistemological beliefs about physics and physics learning than conventional teacher-centered teaching, including on the PSG, SM/E and CU sub-scales¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Repeated measures ANOVA on total CLASS scores showed significant group, test, and test x group effects in favor of the experimental group. → Gok 2018

Evidence¶

Gok 2018¶

Gok, T. (2018). The evaluation of conceptual learning and epistemological beliefs on physics learning by think-pair-share. Journal of Education in Science, Environment and Health (JESEH), 4(1), 69-80. https://eric.ed.gov/?id=EJ1170940

q2 · i? · causal · r2

Two-way repeated measures ANOVA on CLASS scores in the same 71-student quasi-experiment: total CLASS Group F=813.73, Test F=1456.26, Test x Group F=1353.41 (df 1,69, p=0.000), all "statistically significant in favor of the experimental group".

"Table 2 shows the results of two way repeated measures ANOVA for the groups' CLASS score. The results were found to be statistically significant in favor of the experimental group."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Think-pair-share instruction produced higher conceptual learning in classical mechanics than conventional teacher-centered teaching in a quasi-experimental physics course — related
• Approximately 80% of voluntary TPS-group students expressed positive opinions of the strategy, citing improved understanding, participation, confidence and attitude — related