Critical thinking and intrinsic motivation in secondary science
- UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
- Gerald Lee Points III (Creator)
- Institution
- The University of North Carolina Wilmington (UNCW )
- Web Site: http://library.uncw.edu/
- Advisor
- Karen Wetherill
Abstract: Research was conducted on the impact of critical thinking (CRT) on student
academic intrinsic motivation (IM) in science using a pre/post-test evaluation. Sixty-three
students from four different southeastern North Carolina high school earth/environmental
science classes were given the Watson-Glaser Critical Thinking Appraisal-Short Form
(WGCTA-S) and the Children's Academic Intrinsic Motivation Inventory (CAIMI)
before and after a weeklong period of instruction on critical thinking. CRT skills were
taught through a variety of methods to three treatment classes using earth/environmental
science content. A control group not participating in the CRT instruction received regular
earth/environmental science instruction. Gender, treatment group, and motivational levels
were analyzed. Results indicated that students’ receiving the CRT instruction showed
statistically significant increases in critical thinking ability and academic motivation
toward science. Findings further supported continued research into the relationship
between acquisition of CRT skills and increased student academic IM toward science.
Critical thinking and intrinsic motivation in secondary science
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Created on 1/1/2009
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Additional Information
- Publication
- Thesis
- A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Education
- Language: English
- Date: 2009
- Keywords
- Critical thinking, Motivation (Psychology), Science--Study and teaching (Secondary)--United States
- Subjects
- Motivation (Psychology)
- Critical thinking
- Science -- Study and teaching (Secondary) -- United States