Conceptual error reduction was more durable in the web-assisted group (61%) than the control group (3.8%) three months after instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three months after instruction, error-reduction rates were 61% for the experimental group and 3.8% for the control group. → 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 · r1

Permanency test administered three months after the intervention to both groups. The article states "even after three months, this rate was 61% for the experimental group and 3,8 % for the control group."

"In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned"

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-month permanency test scores than classic texts (U = 67, p = 0.011) — related
• 8th and 9th graders held multiple persistent conceptual errors about water chemistry despite prior instruction — 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