8th and 9th graders held multiple persistent conceptual errors about water chemistry despite prior instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Pilot testing with 103 9th graders identified eight water chemistry conceptual errors, with frequencies ranging from 24.2% to 62.1%. → Taş 2015

Evidence¶

Taş 2015¶

Taş, E., Gülen, S., Öner, Z., & Özyürek, C. (2015). The effects of classic and web-designed conceptual change texts on the subject of water chemistry. International Electronic Journal of Elementary Education, 7(2), 263-280. https://eric.ed.gov/?id=EJ1057892

q2 · i? · causal · r2

Pilot three-stage test with 103 9th graders who had previously studied water chemistry. The most frequent error, "Hard water is harmful for human health", was held by 64 students (62.1%); other errors ranged lower (e.g., 24.2% for residues when warming dirty water).

"Hard water is harmful for human health. 64 62.1"

Discussion¶

Related Claims¶

• Web-assisted conceptual change texts reduced 8th graders' conceptual errors in water chemistry more than classic conceptual change texts (65% vs. 14% error reduction) — related
• Web-assisted conceptual change texts produced significantly higher three-stage post-test scores than classic conceptual change texts (U = 103, p = 0.038) — related
• Web-assisted conceptual change texts produced significantly higher three-month permanency test scores than classic texts (U = 67, p = 0.011) — related
• Conceptual error reduction was more durable in the web-assisted group (61%) than the control group (3.8%) three months after instruction — related
• Fourth graders taught with conceptual change texts scored significantly higher on the post-test than peers taught with traditional methods — related