ABSTRACT  
The ability to identify, clarify, judge, and analyze information has become an essential commodity 
for students to be involved in an ever expanding global economy.  For students considered low achieving, 
critical thinking skills are areas of deficiency.  The current study examines the use of an argument-based 
inquiry approach to science, called the Science Writing Heuristic (SWH), on critical thinking skills.  
Data suggest that the SWH may contribute to improvements in critical thinking skills for low achieving students.


 
		Academic Exchange Quarterly Spring 2014: Volume 18, Issue 1  
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