ERIC EJ1058493: Developing Critical Thinking Skills through the Use of Guided Laboratory Activities

13 Pages·2003·0.06 MB·English

by  ERIC

g lngaincp iiosktl lniehlirvgihCeukTDoSrheTht
esU fo dediuG yrotarobasLeitivitcA
kcirtaP Croner
odaneV Middle School, California, USA
gro.dsui@renorCP
Abstract
In a study to evaluate an approach for improving the critical thinking skills of middle school science students, 60
students were given the assignment of completing three guided laboratory activities and writing a report for each. nI
writing their reports, students were expected to identify the manipulated variable, identify the responding variable, write
a statement of the problem, make a prediction, display the data in a well-organized table, depict the data from the table
in a graph, and write a conclusion that showed how the data supported or refuted the prediction. Higher level thinking
skills demonstrated by such tasks included analysis, synthesis, and evaluation. The student laboratory reports were
evaluated using a comprehensive rubric. It was found that repeated use of the guided laboratory activities produced
remarkable improvements in students’ higher-level thinking skills.
Introduction
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thinking skills.
The Science Education Review, 2 (2), 2003 46: 1
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The Science Education Review, 2 (2), 2003 46: 2
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The Science Education Review, 2 (2), 2003 46: 3
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The Science Education Review, 2 (2), 2003 46: 4
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The Science Education Review, 2 (2), 2003 46: 5
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.ba ldrih teh tn iesaercn ignidnopserro co nsa wereh t,ba ldnoce seh to tba ltsrif This is corroborated
dneic i tt e aodvI.hnna stehAwretivre tlnaimr o sfeftnholitu sedae hntrltaaadnoitavre seybhbot
gnilliw nsume eyslsuoir uscsa llcaci p fnyaootit r toaa phsttihgu ae tv saIehdac ee dhrte vsotneduts
ere wsnoisulcno ceh tf oyna m,elpmax ero F.rewsn an anialpx eo ttroff etnacifingi sdnepx eot
. nnoeOihttan an th lwrnp eed opoeeashre” sxdhw ratet.y etogw“hatl IrnTthnsusgoafimwrmoc
ylevi se ntegaeahnt tu tiaosxle ldttearrln veei etewbwfdnmouau tc n,sicefid itianssgi imesirtopmo
.ata deh ty bdetroppu ssa wnoitcider prieh tto nr orehteh wo ts anoisulcno crieh tyfitsu jo thguone
.snoi tdheaepdn da uaofnry lltoaglascppainnxxrsoieeaaipesu lrcineohcT
The Science Education Review, 2 (2), 2003 46: 6
3elbaT
ci rge bnhsuittRscUu d kotrrn oPenW dofuiottSanimaxE
emoctu ogniveihc a)% (tnecreP
evitingoC
emoctu oderiseD
domain ba ltsriF ba ldnoceS ba ldrihT
troper troper troper
)75=N( a )06=N( )06=N(
.deifitned iylrael celbaira vdetalupinaM noitaulavE 35 56 77
.deifitned iylrael celbaira vgnidnopseR noitaulavE 26 56 71
as adetat sylrael cs imelbor pehT sisehtnyS 29 60 74
,tcerid a setacidni ylraelc dna noitseuq
eht neewteb pihsnoitaler lasuac
gnidnopse reh tdn aelbaira vdetalupinam
.elbairav
wo hswoh sylrael cnoitcider pehT sisehtnyS 26 62 78
lli welbaira vdetalupina meh tgnignahc
.elbairav gnidnopser eht tceffa
dn adetcello cnee bsa hata dehT Analysis 23 55 86
ylraelc taht elbat atad a otni dezinagro
a ni atad eht syalpsid yllacigol dna
.noihsa felbadnatsredn uylidaer
ylraelc taht nward neeb sah hparg A sisehtnyS 21 48 62
si tI .elbat atad eht morf atad eht stciped
asa ht I.elbadnatsredn uylidaer
dna lacitrev eht ,eltit evitpircsed
eht dna ,deifitnedi era sexa latnoziroh
.deleba lylrepor per astinu
ylno ton swohs ylraelc noisulcnoc ehT noitaulavE 21 53 54
r ostroppu sata dyrotaroba leh trehtehw
snialpxe ti tub ,noitciderp eht setufer
setufe rr ostroppu sata deh two hr oyhw
.noitcider peht
a . bs airtlhontfe se brsaetwned udtestc e elefe ehorsthT
The Science Education Review, 2 (2), 2003 46: 7
4elbaT
Behaviors Observed in the Classroom
secnerrucc of orebmuN
devresb OroivaheB
ba ltsriF ba ldnoceS ba ldrihT
rehcae tdeksA 7 4 4
f onoitinifed
.elbaira vdetalupinam
rehcae tdeksA 7 2 0
f onoitinifed
.elbaira vgnidnopser
o trehcae tdeksA 7 7 6
detalupina myfitnedi
.elbairav
o trehcae tdeksA 6 6 6
gnidnopse ryfitnedi
.elbairav
o trehcae tdeksA 10 5 4
eh tf otnemetat seticer
.melborp
etat so trehcae tdeksA 7 5 4
.noitcider pa
deddor pe bo tdedeeN 8 3 5
ba ln ietapicitra pot
,ata dgnidroce rton(
).ct e,ksat-ffo
ecnereffi ddeksA 4 1 0
elba tata dneewteb
.h pd anarag
Did not follow 8 3 3
larudecor pyrotarobal
.snoitcerid
The Science Education Review, 2 (2), 2003 46: 8
5elbaT
)ba lhca ero f02=N (sweivretn Igniru Dsesnopse RtnedutS
yltce rgrnoicdn o tp)ns%ee(crreP
deks anoitseuQ
tgsbnraiilrfuD ba ldnoce sgniruD ba ldrih tgniruD
What is the 20 50 80
manipulated variable?
What is the 25 50 75
responding variable?
What is the statement 20 55 70
of the problem?
t rasuhioWy 25 60 80
eh ttuob anoitciderp
eh tf oemoctuo
experiment?
ata deh tseo dwoH 15 50 50
t re rotrupuoopfyuesr
prediction?
Discussion
nsdoel i iuet ttohsI hi w Te ygvt rurruino e qeo otetewshtescussa tahaqun wderteafehorodwbfiaulg
eenhsitaer ccniita m s aeaarrwd eth atnhwt onh es se.tabsIhll igknsikn ilhatcit iprocleved
yrotaroba ldnoce seh to ttsri feh tmor fsemoctu oderise deh tgniveihc astnedut sf osegatnecrep
yro tdae rvn do eoerb,eihia crhthlh iectgttwauo a onsm,haastrtldnaemev orrap lm.iitmrioSper
y l .h tn g t,ro eufAmaiehoortshtresuttl cenlobca tgp nenic amctrap oesfcexier os gt nerlitolapacer
eh to tgnidrocc asllik sgniknih tlacitir ces uo tytilib aeh tdetartsnome dstnedut sy mf ohtruof-eno
shft ore uet oru,fhoytbtaiv id dtre e cihdt.ah tee c t n tlya iy eiespBidreymhimrabhmitloehuttctrirc
.sllik sgniknih tlacitir ceseh tes uo telb aere wstnedut sym
r I meyts ofd nitrnutehpf itatteashsc t ins.I esorngvnc own aomto oehCaantlrcksuuosdme
s ne avl ei lrmt siact ikl ennsuffeac ofm ie ee etran ehri idstautsfnupqaeeaehirrtt iev riouttscoapxe
gy nhfi toedrbeo mwsel e l.d ril s e kleyAr shtesisrofitahkaefooht scttgsnaimhsilpm ofcoca
se t ln yfnd speeeie enl mvrhdyn algaiatubrecingtabkisesk lnliahcti t,is rtdcn ee yndrbruuatoesl
opportunities to develop those skills.
The Science Education Review, 2 (2), 2003 46: 9
secnerefeR
Bloom, B. S. (Ed.). (1956) . Taxonomy of educational objectives: The classification of educational goals, Handbook I,
cognitive domain . weN :kroY Longmans, Green.
retsyE , L. (1997). A comprehensive rubric: Helping teachers grade process-oriented tasks. The Science Teacher , 64 ,)9(
19-21.
Kronberg , J., & Griffin, M. (2000). Analysis problems - A means to developing students’ critical-thinking skills:
Pushing the boundaries of higher-order thinking. Journal of College Science Teaching , 29 ,.253-843
Sundberg , M., Armstrong, J., iniD , M., & Wischusen , W. (2000). Some practical tips for instituting investigative
biology laboratories: The nuts and bolts of successful laboratory instruction. Journal of College Science Teaching ,
29 , 353-359.
Zoller , U. (2000). Teaching tomorrow’s college science courses - are we getting it right? Preparing students to become
informed and responsible participants in the decision-making process. Journal of College Science Teaching, 29 , 409
– 414.
The Science Education Review, 2 (2), 2003 46: 10