A Web-based collaborative inquiry project produces significant overall learning gains in science knowledge in secondary classrooms¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students' overall knowledge acquisition score improved significantly from pretest (19.52 out of 44) to posttest (30.71 out of 44) after the Web-based inquiry project. → Annelies Raes 2013

Evidence¶

Annelies Raes 2013¶

Annelies Raes, Tammy Schellens, and Bram De Wever. (2013). Web-based Collaborative Inquiry to Bridge Gaps in Secondary Science Education. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2013.836656

q3 · i? · causal · r1

Four-level multilevel null model (test times within students within dyads within classrooms) from the quasi-experimental pretest/posttest study in 19 Flemish secondary classes. The intercept was "19.52 out of 44" and the significant learning gain was 11.19, yielding a posttest score of 30.71 out of 44.

"our conceptual unconditional null model (Model 0) predicted the overall knowledge score on the pretest across all students, dyads, and classes (the intercept; i.e., 19.52 out of 44) as well as students' overall significant learning gain (slope β1; i.e., 11.19)"

Discussion¶

Related Claims¶

• Dyad composition by gender and achievement level is not a confounding variable for knowledge acquisition after Web-based collaborative inquiry — related
• No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry — a narrower finding that bears on this claim
• Web-based collaborative inquiry produces a small but significant improvement in students' interest in science — related
• Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry — related
• All student groups benefited equally in inquiry skills improvement after Web-based collaborative inquiry, with no significant effects of gender, achievement level, or academic track — related
• General-track students reported significantly lower initial interest in science than science-track students, with no difference in interest gain — related