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ERIC Number: EJ1060231
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
ISSN: ISSN-2368-4526
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)
Grant or Contract Numbers: N/A