Critical-Thinking Grudge Match: Biology vs. Chemistry—Examining Factors That Affect Thinking Skill in Nonmajors Science

Authors

Ian J. Quitadamo, Central Washington UniversityFollow
Martha J. Kurtz, Central Washington UniversityFollow
Caitlyn Nicole Cornell, Central Washington University
Lindsay Griffith, Eisenhower High School, Yakima, WA
Julie Hancock, Pleasant Hill Middle School, Pleasant Hill, MO
Brandi Egbert, Kent-Meridian High School, Kent, WA

Document Type

Article

Department or Administrative Unit

Biological Sciences

Publication Date

1-2011

Abstract

Chemistry students appear to bring significantly higher critical-thinking skill to their nonmajors course than do biology students. Knowing student preconceptions and thinking ability is essential to learning growth and effective teaching. Of the factors investigated, ethnicity and high school physics had the largest impact on critical-thinking skill differences. Years of high school science, GPA, parents' education, and household income, commonly believed to influence academic performance, did not affect critical-thinking differences in this study. These factors should be considered when designing and assessing nonmajors courses in order to maximize learning

Comments

This article was originally published in Journal of College Science Teaching. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Recommended Citation

Quitadamo, I. J., Kurtz, M. J., Cornell, C. N., Griffith. L., Hancock, J., Egbert, B. (2011). Critical-Thinking Grudge Match: Biology vs. Chemistry--Examining Factors That Affect Thinking Skill in Nonmajors Science. Journal of College Science Teaching, 40(3), 19-25.

Journal

Journal of College Science Teaching

Rights

National Science Teachers Association