Effects of inquiry instruction on biology students' attitudes and critical thinking

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWilson, Suzanne Martellen
dc.date.accessioned2013-12-18T19:34:32Z
dc.date.available2013-12-18T19:34:32Z
dc.date.issued2013en
dc.description.abstractThis study measured the effect of student-designed inquiry on students' attitudes and their critical thinking skills. Surveys pre- and post-treatment were used to determine student attitudes. Students' inquiry reports were used to evaluate their written conclusions for a claim statement, data used as evidence and a logical connection to science models. Students made improvements in designing and interpreting their research and increased their positive attitudes toward learning science.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2834en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Suzanne Martell Wilsonen
dc.subject.lcshBiologyen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshHigh school studentsen
dc.titleEffects of inquiry instruction on biology students' attitudes and critical thinkingen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2250901en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Klein.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage49en

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