Tools for Lifelong Learning: Using Environmental Inquiry to Improve Undergraduate Critical Thinking

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Tools for Lifelong Learning Using Environmental
Inquiry to Improve Undergraduate Critical Thinking

• 2006 North Central Watershed Inquiry Institute
• Ellensburg, WA

Ian J. Quitadamo Department of Biological
Sciences Science Education Program Central
Washington University
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A National Call for Action

• Increasing number of national reports indicate
  U.S. students do not perform at international
  peer level (PKAL, 2006)
• Business, education leaders calling for
• Improved international competitiveness
• Advanced analytical and communication skills
• Enhanced problem solving abilities (AACU, 2005)
• Engagement in global issues that require local
  action
• Educational methods that produce measurable
  results and support lifelong learning
  (Business-Higher Education Forum, 2003)

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Sobering Reality

• Analytical, critical thinking is key (AACU, 2005)
• 93 of higher ed faculty consider analytical,
  critical thinking an essential outcome
• 87 of undergraduates believe college prepares
  them to think
• Outcomes do not match perception (AACU, 2005)
• Only 6 undergraduate seniors demonstrate
  critical thinking proficiency (ETS, 2003-2005)
• Freshman-senior transition in critical thinking
  less than one standard deviation (ACT CAAP,
  2003-2004)

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Focus on Critical Thinking

• Recommendation change how students learn at all
  levels
• Business-Higher Education Forum, Assoc. of
  American Colleges and Universities, U.S. Dept. of
  Education, American Assoc. for Advancement of
  Science, National Research Council, National
  Science Foundation
• Focus on development of cognitive skills like CT
• Use research-supported methods to improve
  teaching
• Establish higher expectations for learning
  performance
• Emphasize applied understanding, not just
  memorization
• Learn process skills as well as content
• Which methods measurably improve CT skills?

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What is Critical Thinking?

• Cognitive engine for problem-solving,
  decision-making (Facione, 1990)
• Definition CWU Project Think
• A flexible process of intentional questioning and
  reflection that relies on the ability to analyze,
  infer, and evaluate to make reasoned judgments
  and decide what to believe or do in a given
  context
• Critical thinking (CT) has two elements
• Behavioral disposition toward CT
• Using CT skills

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Measurable Components of CT

• Behaviors
• Truth-seeking
• Open-mindedness
• Tendency to analyze
• Tendency towards being orderly and systematic
• CT self-confidence
• Inquisitiveness
• Cognitive maturity

• Skills
• Analysis
• Inference
• Evaluation
• Induction
• Deduction

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Environmental Inquiry and CT

• Environment ideal context for inquiry process
• Inquiry process supports development of CT
• Specifically, environmental inquiry
• Makes observations that leads to questions
• Breaks natural phenomena into parts to understand
  systems, structure and function (analysis)
• Derives conclusions based on prior knowledge
  (inference)
• Applies balanced and considered judgment to make
  data-driven environmental decisions (evaluation)
• CT a useful measure of environmental inquiry
  success
• CT skills can be assessed within, across
  disciplines

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Prior Research

• Change in CT skills within semester and quarter
• No change in behaviors in same timeframe
• Teaching style effect on CT
• Combinations of Expert/Facilitator/Delegator had
  significant effect on CT performance other
  combinations not significant
• Peer-Led Team Learning effect on CT
• Form of collaborative learning had significant
  effect on CT performance
• Writing effect on CT
• Collaborative writing significantly affected CT
  skills

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Current Research

• Research questions
• How does critical thinking performance compare
  between environmental inquiry and traditional
  lab?
• Effect on total CT, component CT skills?
• Do other variables affect CT performance in
  environmental inquiry classrooms?
• Gender, ethnicity, age, class standing, academic
  quarter, instructor, time of day, prior CT skill

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Investigative Method

• Quasi-experimental control group pretest/posttest
• Controls most validity threats other threats
  tested for and minimized (pretest sensitization,
  selection)
• Valid and reliable measure of CT
• California Critical Thinking Skills Test measures
  analysis, inference, and evaluation skills
• KR-20 0.78-0.84
• Scale 0-34 national average 16.5
• gt20,000 tests administered each year
• Multiple determination of control group
  performance
• Historical baseline, concurrent control groups

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Description of Environmental Inquiry

• Common to environmental inquiry, traditional
  sections
• Small group collaboration in all sections
• Significant thesis-based writing across
  curriculum
• Practical aspects of inquiry course experience
• Lecture aligned to five major themes in biology
• Case studies illustrated scientific method
  aligned to major themes replaced some lectures
• Prescriptive labs replaced with environmental
  inquiry experience
• Immersion in environmental research
• Preliminary observations led to emerging
  questions
• Formal pre-proposal included research design
• Investigative science and math methods learned
  just-in-time
• Data collection, analysis prompted quantitative
  skill development
• Science poster produced and publicly defended

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Student Demographics
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Total CT Skills

• Descriptive statistics

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Total CT Percentile Results
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Other Observations

• Little variation in content exam performance from
  prior quarters
• Case studies difficult but helped to further
  illustrate scientific method and math skills
• Comfort with environmental inquiry process
  improved by third week
• Appreciation for opportunity to develop
  transferable life skills
• Greater understanding of environmental issues

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Future Directions

• Replication and in-depth analysis
• Expansion to other courses
• Chemistry, earth science, physics, anthropology
• Elementary and secondary science methods
• Greater collaboration with and professional
  development of content faculty colleagues
• Greater connection between community and CWU
• More engaged and environmentally-literate citizens

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Acknowledgments

• Undergraduate researchers
• Melissa Turner
• Christine Weller
• Kelly Vincent
• Adam Wallace
• Marcus Douglas
• Matthew Brewer
• Colette Watson
• David Brokaw
• Daryk Flaugh

• Sponsors
• CWU Office of Provost, Undergrad Studies, College
  of Sciences
• Faculty collaborators
• Martha Kurtz (chemistry)
• Jim Johnson (biology)
• Robbie Soltz (biology)
• Holly Pinkart (biology)
• Phil Mattocks (biology)
• Bruce Palmquist (physics)

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References

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  Universities. (2005). Liberal Education Outcomes
  A Preliminary Report on Student Achievement in
  College. Washington, D.C.
• American Council of Education, National
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  of Learners The Need for Changes in Teaching and
  Learning to Meet Global Challenges. Washington,
  D.C.
• Business-Higher Education Forum, American
  Council on Education. (2003). Building a Nation
  of Learners The Need for Changes in Teaching and
  Learning To Meet Global Challenges. Washington,
  D.C. Business-Higher Education Forum
• Facione, P. A. American Philosophical
  Association. (1990). Critical Thinking A
  Statement of Expert Consensus for Purposes of
  Educational Assessment and Instruction. Research
  Findings and Recommendations. Millbrae, CA
  Insight Assessment.
• Facione, P. A. (1991). Using the California
  Critical Thinking Skills Test in Research,
  Evaluation, and Assessment. Millbrae, CA Insight
  Assessment.
• Facione, P. A., Facione, N. C. (1994). Are
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  Insight Assessment.
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  Identifying and Implementing Educational
  Practices Supported by Rigorous Evidence A
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  States Department of Education.
• McLaughlin, M. (1995). Employability Skills
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  Clearinghouse on Counseling and Student Services.
  Greensboro, NC.
• Project Kaleidoscope. (2006). Transforming
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  Infrastructure Recommendations for Urgent
  Action. Washington, D.C. National Science
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