Community-Based Inquiry Improves Critical Thinking in General Education Biology

Autor/inn/en	Quitadamo, Ian J.; Faiola, Celia L.; Johnson, James E.; Kurtz, Martha J.
Titel	Community-Based Inquiry Improves Critical Thinking in General Education Biology
Quelle	In: CBE - Life Sciences Education, 7 (2008) 3, S.327-337 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.07-11-0097
Schlagwörter	General Education; College Graduates; Biology; Critical Thinking; Thinking Skills; Teaching Methods; Inquiry; Science Instruction; Lecture Method; Comparative Analysis; Ethnicity; Racial Differences; Gender Differences; Undergraduate Study; College Science; Cooperative Learning; Case Studies; Peer Evaluation; Accountability + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulabsolvent; Hochschulabsolventin; Biologie; Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ethnizität; Rassenunterschied; Geschlechterkonflikt; Grundstudium; Kooperatives Lernen; Case study; Fallstudie; Case Study; Verantwortung
Abstract	National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10