ERIC Number: EJ1060231
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study
Bentley, Danielle C.
Collected Essays on Learning and Teaching, v7 n2 2014
This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process (Kuhlthau, 1991) as a framework with emphasis placed on three of the six stages: question selection, scientific research, and presentation of results. The projects were quantitatively assessed using self-reported confidence ratings using a 10-point Likert scale. The projects were also qualitatively assessed using student feedback focusing on student suggestions for project improvement. Moving forward, the Inquiry Guided Learning Projects will be integrated as a formal course component, with the next stage of implementation to include a thorough assessment of student learning outcomes.
Descriptors: Foreign Countries, Critical Thinking, Inquiry, Curriculum Implementation, Task Analysis, Active Learning, Pilot Projects, College Students, Medical Students, Cognitive Style, Likert Scales, Program Improvement
Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)
Grant or Contract Numbers: N/A