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Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course

Received: 07 July 2015    Accepted: 18 July 2015    Published: 28 July 2015
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Abstract

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.

DOI 10.11648/j.edu.20150404.17
Published in Education Journal (Volume 4, Issue 4, July 2015)
Page(s) 182-188
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Inquiry Teaching, Critical Thinking, Content Knowledge, Quantitative, Assessment

References
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[3] Bailin, Sharon. 2002. Critical Thinking and Science Education. Science and Education 11 (4):361-75.
[4] Burris, Scott, and Bryan L. Garton. 2007. Effect of Instructional Strategy on Critical Thinking and Content Knowledge: Using Problem-Based Learning in the Secondary Classroom. Journal of Agricultural Education 48 (1):106-116.
[5] Capps, D. K., and Crawford, B. A. 2013. Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education 24(3): 497-526.
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[7] DebBurman, Shubhik K. 2002. Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills. Cell Biology Education-Life Science Education 1 (4):154-172.
[8] Etheredge, S., and A. Rudnistsky. 2003. Introducing Students to Scientific Inquiry: How Do We Know What We Know?. Boston, MA: Allyn and Bacon.
[9] Facione, Peter. 2011. THINK Critically. Upper Saddle River, NJ: Prentice Hall.
[10] Facione, Peter A. 1990. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations.
[11] Fencl, Heidi S. 2010. Development of Students' Critical-Reasoning Skills through Content-Focused Activities in a General Education Course. Journal of College Science Teaching 39 (5):56-62.
[12] Franklin, D., Weinberg, J., & Reifler, J. 2014. Teaching Writing and Critical Thinking in Large Political Science Classes. Journal of Political Science Education 10(2): 155-165.
[13] Furtak, E. M., Seidel, T., Iverson, H., and Briggs, D. C. 2012. Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching A Meta-Analysis. Review of Educational Research 82(3): 300-329.
[14] Nadelson, L. S. 2009. How Can True Inquiry Happen in K-16 Science Education? Science Educator 18 (1):48-57.
[15] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2005. Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, D.C.: Committee on Prospering in the Global Economy of the 21st Century.
[16] National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School. Expanded Edition. Edited by J. D. Bransford, A. L. Brown and R. R. Cocking. Washington, D.C.: National Academy Press.
[17] National Science Board. 2007. A National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System. Washington, D.C.: National Science Foundation.
[18] Noblitt, Lynnette, Diane E. Vance, and Michelle L. DePoy Smith. 2010. A Comparison of Case Study and Traditional Teaching Methods for Improvement of Oral Communication and Critical-Thinking Skills. Journal of College Science Teaching 39 (5):26-32.
[19] Quitadamo, Ian J., Celia L. Faiola, James E. Johnson, and Martha J. Kurtz. 2008. Community-Based Inquiry Improves Critical Thinking in General Education Biology. CBE - Life Sciences Education 7 (3):327-337.
[20] Quitadamo, Ian J., and Martha J. Kurtz. 2007. Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology. CBE - Life Sciences Education 6 (2):140-154.
[21] Schwartz, Marc S., Philip M. Sadler, Gerhard Sonnert, and Robert H. Tai. 2009. Depth versus Breadth: How Content Coverage in High School Science Courses Relates to Later Success in College Science Coursework. Science Education 93 (5):798-826.
[22] The Task Force on the Future of American Innovation. 2005. The Knowledge Economy: Is the United State Losing Its Competitive Edge?
[23] Timmerman, B.E., D.C. Strickland, and S.M. Carstensen. 2008. Curricular Reform and Inquiry Teaching in Biology: Where are our Efforts Most Fruitfully Invested? Integrative and Comparative Biology 48 (2):226-240.
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Author Information
  • Department of Early Childhood Education, School of Education, Nanjing Normal University, Nanjing, China

  • Departments of Biological Sciences and Science Education, Central Washington University, Ellensburg, WA, United States of America

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  • APA Style

    Miao Gao, Ian J. Quitadamo. (2015). Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course. Education Journal, 4(4), 182-188. https://doi.org/10.11648/j.edu.20150404.17

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    ACS Style

    Miao Gao; Ian J. Quitadamo. Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course. Educ. J. 2015, 4(4), 182-188. doi: 10.11648/j.edu.20150404.17

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    AMA Style

    Miao Gao, Ian J. Quitadamo. Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course. Educ J. 2015;4(4):182-188. doi: 10.11648/j.edu.20150404.17

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  • @article{10.11648/j.edu.20150404.17,
      author = {Miao Gao and Ian J. Quitadamo},
      title = {Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course},
      journal = {Education Journal},
      volume = {4},
      number = {4},
      pages = {182-188},
      doi = {10.11648/j.edu.20150404.17},
      url = {https://doi.org/10.11648/j.edu.20150404.17},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20150404.17},
      abstract = {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.},
     year = {2015}
    }
    

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