Community-based inquiry improves critical thinking in general education biology

Area of Science:

• Biology Education
• Cognitive Science
• Pedagogy

Background:

• National concern exists regarding college graduates' critical thinking deficiencies.
• Both faculty and students recognize critical thinking's importance, yet few graduates demonstrate these skills.
• Nontraditional teaching methods, particularly those involving undergraduate research, are being explored to enhance critical thinking.

Purpose of the Study:

• To compare the effectiveness of community-based inquiry (CBI) versus traditional lecture/laboratory methods in general education biology.
• To determine which teaching approach yields greater gains in critical thinking skills among undergraduate students.
• To investigate factors influencing critical thinking gains, including prior skill, instructor, and ethnicity.

Main Methods:

• A comparative study was conducted in general education biology courses.
• One group experienced community-based inquiry (CBI), a research-focused method.
• A control group received traditional lecture/laboratory instruction; a third group had mixed instruction.

Main Results:

• The CBI group demonstrated significant gains in critical thinking.
• Traditional and mixed CBI/traditional groups showed decreases in critical thinking.
• Prior critical thinking ability, instructor, and ethnicity were significant factors; most ethnicities excelled in CBI.
• Females showed improved critical thinking in CBI, unlike in traditional settings where they lagged behind males.

Conclusions:

• Community-based inquiry (CBI) is a superior method for fostering critical thinking in undergraduate biology.
• The CBI approach positively impacts diverse student populations, including closing gender gaps.
• Educators seeking to improve critical thinking and research alignment should consider implementing CBI.