The effects of critiquedriven inquiry intervention on students’ critical thinking and scientific inquiry competency

Publication Title

Journal of Baltic Science Education

ISSN

16483898

E-ISSN

25387138

Document Type

Article

Abstract

The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency.

First Page

954

Last Page

971

Publication Date

1-1-2020

DOI

10.33225/jbse/20.19.954

Keywords

Critical thinking, Critique-driven inquiry (CDI), Primary and secondary school students, Scientific inquiry competency, Taiwan

Department

Department of Educational Technology, Research and Assessment (ETRA)

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