Comparison of the pre- and post-tests
| Biology class 1 (n = 16) | Biology class 2 (n = 18) | |||||
|---|---|---|---|---|---|---|
| Decreased in level (n) | No change in level (n) | Increased in level (n) | Decreased in level (n) | No change in level (n) | Increased in level (n) | |
| Nature of models | 1 | 13 | 2 | 3 | 11 | 4 |
| Purpose of models | 2 | 13 | 1 | 4 | 13 | 1 |
| Multiple models | 1 | 14 | 1 | 6 | 10 | 2 |
| Biology class 1 ( | Biology class 2 ( | |||||
|---|---|---|---|---|---|---|
| Decreased in level ( | No change in level ( | Increased in level ( | Decreased in level ( | No change in level ( | Increased in level ( | |
| Nature of models | 1 | 13 | 2 | 3 | 11 | 4 |
| Purpose of models | 2 | 13 | 1 | 4 | 13 | 1 |
| Multiple models | 1 | 14 | 1 | 6 | 10 | 2 |
Note(s): The three aspects of interest are shown in the left column. The table shows for each of the two biology classes how many students (n) decreased in level of reasoning, showed no change in level of reasoning, or increased in level of reasoning