Effects of inquiry instruction on biology students' attitudes and critical thinking
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Date
2013
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Publisher
Montana State University - Bozeman, Graduate School
Abstract
This 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.