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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wilcoxon tests showed significant differences between pre-test and post-test in the experimental group in the three elements of an argument and overall performance for the tree growth activity, and similar significant differences for the water purity activity. → Daniel Cebrián-Robles; Antonio-Joaquín Franco-Mariscal; Ángel Blanco-López 2018 q2 i2 Effect sizes of these gains ranged from small to around large (r values 0.25 to 0.50 by Cohen's criteria), with justifications showing the greatest effect and conclusion the least. → 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 · r1

Pre/post-test analysis of 57 E-PESTs scored with specific rubrics per activity. The Wilcoxon test showed significant differences between pre -test and post-test in the experimental group; the article notes these differences were not observed in the control group. No effect size appears in this quote, so no magnitude is reported here.

"The Wilcoxon test showed significant differences between pre -test and post-test in the experimental group (Table 2) in the tree growth activity in the three elements of an argument and in the overall performance. However, these differences were not observed in the control group."

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 · i2 · causal · r1

Wilcoxon effect sizes for the experimental group's pre-post gains were calculated as r = Z/√N, with the article reporting r values of 0.25 and 0.50 for the experimental group and classifying around r = 0.5 as a large effect under Cohen's criteria.

"The values of the effect size produced in the Wilcoxon test for the elements of the arguments were calculated. The r values were 0.25 and 0.50 for the experimental group."

Discussion¶

Related Claims¶

• At the end of the programme, the trained experimental group differed significantly from the control group in argumentation competence — 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
• 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 — related