Claims

VA strategy does not enhance teacher candidates' SHOM; scores slightly and non-significantly decrease

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · 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? SHOM post-test scores slightly decreased after online argumentation, not statistically significant. → Çakiroğlu 2025

Evidence

Çakiroğlu 2025

Çakiroğlu, Ü., Güven, O., Yaman, H., & Mazlum Güven, E. (2025). Scientific habits of arguing minds: enhancing online argumentation to foster SHOM. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10474-1

q2 · i? · causal · r1

Paired-sample t-test on SHOM Survey pre/post scores of 33 teacher candidates in a pre-experimental design; the article reports the decrease was "not statistically significant" with means 3.03 to 2.96. Equivalence was not tested.

"the SHOM scores of the teacher candidates were slightly decreased after the online argumentation implementation. The result of the t- test indicates that this decrease was not statistically significant (M = 3.03, SD = 0.21 for pre-test and M = 2.96, SD = 0.23 for post-test), t(31) = 3.21, p > 0.05."

Discussion

Page metadata
Field Value
type claim
id va-strategy-fails-to-enhance-shom
title VA strategy does not enhance teacher candidates' SHOM; scores slightly and non-significantly decrease
description VA strategy does not enhance teacher candidates' SHOM; scores slightly and non-significantly decrease
status review
evidence_strength moderate
newest_evidence 2025
generated by process:wiki-ingest on 2026-10-28
trust unverified — no one has confirmed this page's content
sources 1 — çakiroğlu-2025

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