ERIC Number: EJ1330532
Record Type: Journal
Publication Date: 2022-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6803
EISSN: N/A
Comparing Students' Perceptions of the Thinking Required in Inquiry-Based and Traditional Laboratories
Kruse, Jerrid; Menke, Lucas; Solem, Libby
School Science and Mathematics, v122 n2 p100-109 Feb 2022
Inquiry-based lab experiences have been shown to be more effective than traditional lab experiences. Students' perceptions of the types of thinking required in science lab settings have implications for interest and persistence. This study compares students' perceptions about the thinking required in traditional and inquiry laboratory settings. Findings include that students in the inquiry setting more often viewed their experiences as reflecting more reasonable and literature-aligned views of creative and critical thinking. Implication for persistence and helping students develop more reasonable views of critical and creative thinking are discussed.
Descriptors: Inquiry, Science Laboratories, Student Attitudes, Thinking Skills, Teaching Methods, Creative Thinking, Critical Thinking, Science Instruction
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A