Improving Critical Thinking with Science Inquiry
Jonte C. Taylor (JT), Pennsylvania State University; PA
Niphon Chanlen, University of Iowa, IA
William Therrien, University of Iowa, IA
Brian Hand, University of Iowa, IA
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.