Knogler Maximilian, Hetmanek Andreas, Seidel Tina
Department of Educational Sciences, TUM School of Social Sciences and Technology, Technical University of Munich, Munich, Germany.
Front Psychol. 2022 Apr 25;13:873995. doi: 10.3389/fpsyg.2022.873995. eCollection 2022.
The call for evidence-based practice in education emphasizes the need for research to provide evidence for particular fields of educational practice. With this systematic literature review we summarize and analyze aggregated effectiveness information from 41 meta-analyses published between 2004 and 2019 to inform evidence-based practice in a particular field. In line with target specifications in education that are provided for a certain school subject educational level, we developed and adopted a selection heuristic for filtering aggregated effect sizes specific to both science and mathematics education the secondary student population. The results include 78 context-specific aggregated effect sizes based on data from over one million students. The findings encompass a multitude of different teaching strategies, most of which offer a measurable advantage to alternatives. Findings demonstrate that context-specific effect size information may often differ from more general effect size information on teaching effectiveness and adherence to quality standards varies in sampled meta-analyses. Thus, although meta-analytic research has strongly developed over the last few years, providing context-specific and high-quality evidence still needs to be a focus in the field of secondary mathematics and science teaching and beyond.
教育领域对循证实践的呼吁强调，研究需要为特定的教育实践领域提供证据。通过这项系统的文献综述，我们总结并分析了2004年至2019年间发表的41项元分析中的综合有效性信息，以为特定领域的循证实践提供参考。根据针对特定学科教育水平在教育中规定的目标规范，我们开发并采用了一种选择启发式方法，以筛选针对科学和数学教育以及中学生群体的特定综合效应量。结果包括基于来自超过一百万名学生的数据得出的78个特定情境综合效应量。研究结果涵盖了多种不同的教学策略，其中大多数与其他策略相比具有可衡量的优势。研究结果表明，特定情境的效应量信息可能常常与关于教学有效性的更一般效应量信息不同，并且在抽样的元分析中，对质量标准的遵守情况也有所不同。因此，尽管元分析研究在过去几年中得到了大力发展，但在中学数学和科学教学及其他领域，提供特定情境的高质量证据仍需成为重点。
