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ERIC Number: EJ1050743
Record Type: Journal
Publication Date: 2015-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0021-9584
Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities
Gupta, Tanya; Burke, K. A.; Mehta, Akash; Greenbowe, Thomas J.
Journal of Chemical Education, v92 n1 p32-38 Jan 2015
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Skills Test (College); Test of Logical Thinking
Grant or Contract Numbers: DUE EMD 0088709