Research Article
Meta-Analysis of Effects of Instructional Interventions for Critical Thinking in Science Education in Japan
2019 Volume 43 Issue 4 Pages 353-361
Details
2019 Volume 43 Issue 4 Pages 353-361
The purpose of this study was to estimate the overall effect of instructional interventions for critical thinking in science education in Japan. We found 11 studies based on 493 participants. Our analysis revealed that (1) an overall estimate of effect size was g=0.29, (2) There was no relationship between the effect size and moderator variables (e.g., grade, subjects, teaching methods).
