Web-assisted conceptual change texts reduced 8th graders' conceptual errors in water chemistry more than classic conceptual change texts (65% vs. 14% error reduction)¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · 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? The experimental group using web-assisted conceptual change texts showed a 65% reduction in conceptual errors compared to 14% for the control group using classic texts. → 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
Quasi-experimental pre-test/post-test study with 37 8th graders in Samsun, Turkey; experimental group (N=17) used web-assisted texts, control (N=20) used classic texts. The article reports "This improvement was 65% for the experimental group and 14% for the control group."
"This improvement was 65% for the experimental group and 14% for the control group."
Discussion¶
Related Claims¶
- 8th and 9th graders held multiple persistent conceptual errors about water chemistry despite prior instruction — related
- Conceptual error reduction was more durable in the web-assisted group (61%) than the control group (3.8%) three months after 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
- Web-assisted conceptual change texts produced significantly higher three-month permanency test scores than classic texts (U = 67, p = 0.011) — related
- WebQuest-based instruction improves 7th-grade science achievement more than classical curriculum-based teaching — related
- Fourth graders taught with conceptual change texts scored significantly higher on the post-test than peers taught with traditional methods — related
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