Research Article
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Year 2020, Volume: 6 Issue: 3, 207 - 219, 01.07.2020
https://doi.org/10.21891/jeseh.656872

Abstract

References

  • Abdullah, C., Parris, J., Lie, R., Guzdar, A., & Tour, E. (2015). Critical Analysis of Primary Literature in a Master’s- Level Class: Effects on Self-Efficacy and Science-Process Skills. Life Science Education, 14(3), 1-13.
  • Barroga E, Mitoma H. Critical Thinking and Scientific Writing Skills of Non-Anglophone Medical Students: a Model of Training Course. J Korean Med Sci. 2019 Jan; 34(3):e18. https://doi.org/10.3346/jkms.2019.34.e18
  • Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: brain, mind, experience, and school expanded edition. National Academics Press, Washington DC.
  • Burke, L.A,. & Williams, J.M. (2008). Developing young thinkers: An intervention aimed to enhance children’s thinking skills. Thinking Skills and Creativity, 3, 104-124.
  • Caswell, C.J., & LaBrie, D.J. (2017). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Journal of Humanistic Mathematics, 7(2), 160-186.
  • Center for Inspired Teaching, Philosophy & Teaching Approach, web resource, available at http://www.inspiredteaching.org/inspired-teaching-demonstration-school/philosophy, accessed on June 9, 2017.
  • Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.
  • Duran, M., Dökme, İ.(2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908
  • Dushl, R., Ellenbogan, K., & Erduran, S. (1999). Promoting argumentation in middle school science classrooms : A Project SEPIA evaluation. A paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston.
  • Echevarria, M. (2003). Anomalies as a catalyst for middle school students’ knowledge construction and scientific reasoning during science inquiry. Journal of Educational Psychology, 95, 357-374.
  • Fennimore, T.F., & Tinzmann, M.B. (1990). North central regional education laboratory. NCREL, Oak Brook.
  • Fisher, R. (2005). Teaching Children to Think. Cheltenham: Stanley Thornes.
  • Kaplan, A. (2017). Evaluation of studies on the critical thinking approach through content analysis. International Journal of New Trends in Arts, Sports & Science Education, 6(1), 9-17.
  • Karakoç, M. (2016). The Significance of Critical Thinking Ability in terms of Education. International Journal of Humanities and Social Science, 6(7), 81-84.
  • Kitot, A.K.A., Ahmad, A.R., & Seman, A.A. (2010). The effectiveness of inquiry teaching in enhancing students critical thinking. Procedia Social and Behavioral Sciences, 7, 264-273.
  • Klahr, D., Fay, A., & Dunbar, K. (1993). Heuristics for scientific experimentation: A developmental study. Cognitive Psychology, 25, 111-146.
  • Livingston, J. (1997). Metacognition: An Overview. Retrieved from: http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Meatacognition and Learning, 5(2), 137-156.
  • Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22, 219-290.
  • Nussbaun, E., & Sinatra, G. (2003). Argument and conceptual engagement. Contemporary Educational Psychology,28, 384-395.
  • Orit Ben-Zevi, A., & Orion, N. (2005). Development of system thinking skills in the context of earth system education . Journal of Research in Science Teaching, 42(5), 518-560.
  • O’Rourke, M. (2005). UI critical thinking handbook. University of Idaho.
  • Padilla, M. J. (1990), Science Process Skills. National Association of Research in Science Teaching Publication: Research Matters - to the Science Teacher (9004). Retrieved from National Association of Research in Science Teaching website: http://www.narst.org/publications/research/skill.cfm
  • Penner, D. E., & Klahr, D. (1996). When to trust the data: Further investigations of system error in a scientific reasoning task. Memory & Cognition, 24(5), 655-668.
  • Perry, E. (2016). Every child a scientist: student-centred approaches to active learning in science. In: International Conference on Learning and Teaching: Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Malaysia, 17-18 October 2016. Sheffield Hallam University.
  • Reznitskaya, A., Anderson, R., McNurlen, B., Nguyen- Jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written argument. Discourse Processes, 32, 155-175.
  • Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102-119.
  • Schneider, W. (2001). Metacognitive development: Educational implications. International Encyclopedia of the Social and Behavioral Sciences. (pp. 9730-9733). Center for Advanced Study in the Behavioral Sciences, Stanford, CA, USA
  • Smallhorn, M., Young, J., Hunter, N., & Burke da Silva, K. (2015). Inquiry-based learning to improve student engagement in a large first year topic. Student Success, 6(2), 65-71
  • Tytler, R., & Peterson, T. S. (2004). From “try it and see” to strategic exploration: Characterizing young children’s scientific reasoning. Journal of Research in Science Teaching, 41, 94-118.
  • Uribe Enciso, O.L., Uribe Enciso, D. S., & Vargas Daza, M. del P. (2017). Critical thinking and its importance in education: some reflections. Rastros Rostros, 19(34). DOI: 10.16925/ra.v19i34.2144
  • Wang, S. (2017). An exploration into research on critical thinking and its cultivation: an overview. Theory and Practice in Language Studies, 7(12), 1266-1280.
  • White, B., & Fredericsen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118
  • White, B., & Shimoda, T. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10, 151-182
  • Zagallo, P., Meddleton, S., & Bolger, M. (2016). Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course. Life Sciences Education, 15(2), 1-18.
  • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.
  • Zion, M., Michalsky, T., & Mevarech, Z. R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27(8), 957-983.
  • Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17, 469-485.
  • Zohar, A., & Aharon-Kravetsky, S. (2005). Exploring the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of research in science teaching, 42(7), 829-855.
  • Zulfaneti, Edriati, S., & Mukhni. (2018). Enhancing Students’ Critical Thinking Skills through Critical Thinking Assessment in Calculus Course. Journal of Physics Conference Series 948(1), 20-31.

Enhancing the Critical Thinking Skills of Grade 8 Chemistry Students Using an Inquiry and Reflection Teaching Method

Year 2020, Volume: 6 Issue: 3, 207 - 219, 01.07.2020
https://doi.org/10.21891/jeseh.656872

Abstract

In contrast to traditional science instruction, which encourages students to memorize facts from textbooks, today’s science instruction emphasizes the adoption of scientific process skills by students, as well as the teaching of critical thinking skills. Lebanese Chemistry teachers detected lack in middle school and high school students’ critical thinking skills, such as analyzing data, interpreting experiments’ results and arguing. Consequently, we elaborated the Inquiry and Reflection teaching method (I&R) based on White and Fredericsen’s method (1998) and implemented it for three months to grade 8 chemistry students, in one Lebanese private school. Then we compared the control and experimental group students’ scores on the Critical Thinking Test and the final exam. Findings showed that the experimental group students improved their critical thinking skills significantly, while the control group students’ critical thinking remained the same.

References

  • Abdullah, C., Parris, J., Lie, R., Guzdar, A., & Tour, E. (2015). Critical Analysis of Primary Literature in a Master’s- Level Class: Effects on Self-Efficacy and Science-Process Skills. Life Science Education, 14(3), 1-13.
  • Barroga E, Mitoma H. Critical Thinking and Scientific Writing Skills of Non-Anglophone Medical Students: a Model of Training Course. J Korean Med Sci. 2019 Jan; 34(3):e18. https://doi.org/10.3346/jkms.2019.34.e18
  • Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: brain, mind, experience, and school expanded edition. National Academics Press, Washington DC.
  • Burke, L.A,. & Williams, J.M. (2008). Developing young thinkers: An intervention aimed to enhance children’s thinking skills. Thinking Skills and Creativity, 3, 104-124.
  • Caswell, C.J., & LaBrie, D.J. (2017). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Journal of Humanistic Mathematics, 7(2), 160-186.
  • Center for Inspired Teaching, Philosophy & Teaching Approach, web resource, available at http://www.inspiredteaching.org/inspired-teaching-demonstration-school/philosophy, accessed on June 9, 2017.
  • Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.
  • Duran, M., Dökme, İ.(2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science & Technology Education, 12(12), 2887-2908
  • Dushl, R., Ellenbogan, K., & Erduran, S. (1999). Promoting argumentation in middle school science classrooms : A Project SEPIA evaluation. A paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston.
  • Echevarria, M. (2003). Anomalies as a catalyst for middle school students’ knowledge construction and scientific reasoning during science inquiry. Journal of Educational Psychology, 95, 357-374.
  • Fennimore, T.F., & Tinzmann, M.B. (1990). North central regional education laboratory. NCREL, Oak Brook.
  • Fisher, R. (2005). Teaching Children to Think. Cheltenham: Stanley Thornes.
  • Kaplan, A. (2017). Evaluation of studies on the critical thinking approach through content analysis. International Journal of New Trends in Arts, Sports & Science Education, 6(1), 9-17.
  • Karakoç, M. (2016). The Significance of Critical Thinking Ability in terms of Education. International Journal of Humanities and Social Science, 6(7), 81-84.
  • Kitot, A.K.A., Ahmad, A.R., & Seman, A.A. (2010). The effectiveness of inquiry teaching in enhancing students critical thinking. Procedia Social and Behavioral Sciences, 7, 264-273.
  • Klahr, D., Fay, A., & Dunbar, K. (1993). Heuristics for scientific experimentation: A developmental study. Cognitive Psychology, 25, 111-146.
  • Livingston, J. (1997). Metacognition: An Overview. Retrieved from: http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.
  • Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Meatacognition and Learning, 5(2), 137-156.
  • Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22, 219-290.
  • Nussbaun, E., & Sinatra, G. (2003). Argument and conceptual engagement. Contemporary Educational Psychology,28, 384-395.
  • Orit Ben-Zevi, A., & Orion, N. (2005). Development of system thinking skills in the context of earth system education . Journal of Research in Science Teaching, 42(5), 518-560.
  • O’Rourke, M. (2005). UI critical thinking handbook. University of Idaho.
  • Padilla, M. J. (1990), Science Process Skills. National Association of Research in Science Teaching Publication: Research Matters - to the Science Teacher (9004). Retrieved from National Association of Research in Science Teaching website: http://www.narst.org/publications/research/skill.cfm
  • Penner, D. E., & Klahr, D. (1996). When to trust the data: Further investigations of system error in a scientific reasoning task. Memory & Cognition, 24(5), 655-668.
  • Perry, E. (2016). Every child a scientist: student-centred approaches to active learning in science. In: International Conference on Learning and Teaching: Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Malaysia, 17-18 October 2016. Sheffield Hallam University.
  • Reznitskaya, A., Anderson, R., McNurlen, B., Nguyen- Jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of oral discussion on written argument. Discourse Processes, 32, 155-175.
  • Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102-119.
  • Schneider, W. (2001). Metacognitive development: Educational implications. International Encyclopedia of the Social and Behavioral Sciences. (pp. 9730-9733). Center for Advanced Study in the Behavioral Sciences, Stanford, CA, USA
  • Smallhorn, M., Young, J., Hunter, N., & Burke da Silva, K. (2015). Inquiry-based learning to improve student engagement in a large first year topic. Student Success, 6(2), 65-71
  • Tytler, R., & Peterson, T. S. (2004). From “try it and see” to strategic exploration: Characterizing young children’s scientific reasoning. Journal of Research in Science Teaching, 41, 94-118.
  • Uribe Enciso, O.L., Uribe Enciso, D. S., & Vargas Daza, M. del P. (2017). Critical thinking and its importance in education: some reflections. Rastros Rostros, 19(34). DOI: 10.16925/ra.v19i34.2144
  • Wang, S. (2017). An exploration into research on critical thinking and its cultivation: an overview. Theory and Practice in Language Studies, 7(12), 1266-1280.
  • White, B., & Fredericsen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118
  • White, B., & Shimoda, T. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10, 151-182
  • Zagallo, P., Meddleton, S., & Bolger, M. (2016). Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course. Life Sciences Education, 15(2), 1-18.
  • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223.
  • Zion, M., Michalsky, T., & Mevarech, Z. R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills. International Journal of Science Education, 27(8), 957-983.
  • Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17, 469-485.
  • Zohar, A., & Aharon-Kravetsky, S. (2005). Exploring the effects of cognitive conflict and direct teaching for students of different academic levels. Journal of research in science teaching, 42(7), 829-855.
  • Zulfaneti, Edriati, S., & Mukhni. (2018). Enhancing Students’ Critical Thinking Skills through Critical Thinking Assessment in Calculus Course. Journal of Physics Conference Series 948(1), 20-31.
There are 40 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Nathaly Farah

Zalpha Ayoubi

Publication Date July 1, 2020
Published in Issue Year 2020 Volume: 6 Issue: 3

Cite

APA Farah, N., & Ayoubi, Z. (2020). Enhancing the Critical Thinking Skills of Grade 8 Chemistry Students Using an Inquiry and Reflection Teaching Method. Journal of Education in Science Environment and Health, 6(3), 207-219. https://doi.org/10.21891/jeseh.656872