The effects of critique-driven inquiry intervention on students’ critical thinking and scientific inquiry competency

Journal article

Lu, Ying-Yan, Lin, Huann-shyang, Smith, Thomas J., Hong, Zuway-R and Hsu, Wen-Yi. (2020). The effects of critique-driven inquiry intervention on students’ critical thinking and scientific inquiry competency. Journal of Baltic Science Education. 19(6), pp. 954-971. https://doi.org/10.33225/jbse/20.19.954
AuthorsLu, Ying-Yan, Lin, Huann-shyang, Smith, Thomas J., Hong, Zuway-R and Hsu, Wen-Yi
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.

Keywordscritical thinking; critique-driven inquiry (CDI); primary and secondary school students; scientific inquiry competency; Taiwan
Year2020
JournalJournal of Baltic Science Education
Journal citation19 (6), pp. 954-971
PublisherScientia Socialis
ISSN1648-3898
Digital Object Identifier (DOI)https://doi.org/10.33225/jbse/20.19.954
Scopus EID2-s2.0-85096912206
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range954-971
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
OnlineDec 2020
Publication process dates
Deposited15 Jul 2021
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