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

Miao Gao; Ian J. Quitadamo

doi:doi:10.11648/j.edu.20150404.17

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

Miao Gao, Ian J. Quitadamo

Published in Education Journal (Volume 4, Issue 4)

Received: 7 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.

Published in	Education Journal (Volume 4, Issue 4)
DOI	10.11648/j.edu.20150404.17
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), 2015. Published by Science Publishing Group

Keywords

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

References

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[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.
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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://article.sciencepublishinggroup.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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TY  - JOUR
T1  - Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course
AU  - Miao Gao
AU  - Ian J. Quitadamo
Y1  - 2015/07/28
PY  - 2015
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JF  - Education Journal
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PB  - Science Publishing Group
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VL  - 4
IS  - 4
ER  -

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Author Information

Miao Gao

Department of Early Childhood Education, School of Education, Nanjing Normal University, Nanjing, China
Ian J. Quitadamo

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://article.sciencepublishinggroup.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}
}

Copy | Download

TY  - JOUR
T1  - Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course
AU  - Miao Gao
AU  - Ian J. Quitadamo
Y1  - 2015/07/28
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150404.17
DO  - 10.11648/j.edu.20150404.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 182
EP  - 188
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150404.17
AB  - 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.
VL  - 4
IS  - 4
ER  -

Copy | Download