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Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities

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Title: Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities
Language: English
Authors: Gupta, Tanya, Burke, K. A., Mehta, Akash, Greenbowe, Thomas J.
Source: Journal of Chemical Education. Jan 2015 92(1):32-38.
Availability: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 7
Publication Date: 2015
Sponsoring Agency: National Science Foundation
Contract Number: DUE EMD 0088709
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Inquiry, Critical Thinking, Thinking Skills, Chemistry, Laboratory Training, Teaching Methods, Conventional Instruction, Intermode Differences, College Students, Instructional Effectiveness, Instructional Innovation, Writing Processes, Writing Skills, Writing Achievement, Scores, Comparative Testing, Comparative Analysis, Statistical Significance, Quasiexperimental Design
Assessment and Survey Identifiers: California Critical Thinking Skills Test (College), Test of Logical Thinking
DOI: 10.1021/ed500059r
ISSN: 0021-9584
Abstract: The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of learning. Previous studies on the SWH approach have reported effective implementation of the SWH approach leads to an improvement in overall student academic performance and content knowledge. Using a rubric developed by Maria Oliver-Hoyo, we compared the critical thinking (CT) skills of students across three groups, based on their written laboratory reports for various traits of CT, and the cognitive skills embedded in the rubric. Participants in this study were first-year general chemistry students who received traditional laboratory instruction, first-year general chemistry students who were instructed using the SWH approach, and fourth-year chemistry students who received traditional laboratory instruction. First-year students and fourth-year chemistry students who received traditional laboratory instruction scored statistically significantly lower on various CT traits, suggesting the SWH-based laboratory instruction is valuable in promoting CT thinking skills of students.
Abstractor: As Provided
Number of References: 49
Entry Date: 2015
Accession Number: EJ1050743
Database: ERIC
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  Data: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: National Science Foundation
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  Data: The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of learning. Previous studies on the SWH approach have reported effective implementation of the SWH approach leads to an improvement in overall student academic performance and content knowledge. Using a rubric developed by Maria Oliver-Hoyo, we compared the critical thinking (CT) skills of students across three groups, based on their written laboratory reports for various traits of CT, and the cognitive skills embedded in the rubric. Participants in this study were first-year general chemistry students who received traditional laboratory instruction, first-year general chemistry students who were instructed using the SWH approach, and fourth-year chemistry students who received traditional laboratory instruction. First-year students and fourth-year chemistry students who received traditional laboratory instruction scored statistically significantly lower on various CT traits, suggesting the SWH-based laboratory instruction is valuable in promoting CT thinking skills of students.
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        Value: 10.1021/ed500059r
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      – Text: English
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        PageCount: 7
        StartPage: 32
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Chemistry
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Intermode Differences
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      – SubjectFull: College Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: California Critical Thinking Skills Test (College)
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      – SubjectFull: Test of Logical Thinking
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      – TitleFull: Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities
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