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Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course
Education Journal
Volume 4, Issue 4, July 2015, Pages: 182-188
Received: Jul. 7, 2015; Accepted: Jul. 18, 2015; Published: Jul. 28, 2015
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Miao Gao, Department of Early Childhood Education, School of Education, Nanjing Normal University, Nanjing, China
Ian J. Quitadamo, Departments of Biological Sciences and Science Education, Central Washington University, Ellensburg, WA, United States of America
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A national focus on inquiry teaching promotes critical thinking and content knowledge; however, few studies show the level of inquiry needed to develop both outcomes. This study compared the effects of full inquiry (n = 21) or partial inquiry (n = 24) on undergraduate nonmajors biology critical thinking and content knowledge gains. Pre- and posttest assessment using the Critical thinking Assessment Test and three common content exams showed both full and partial inquiry improved students’ critical thinking ability, but only full inquiry significantly increased content knowledge.
Inquiry Teaching, Critical Thinking, Content Knowledge, Quantitative, Assessment
To cite this article
Miao Gao, Ian J. Quitadamo, Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course, Education Journal. Vol. 4, No. 4, 2015, pp. 182-188. doi: 10.11648/
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