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)
The University of North Carolina Wilmington (UNCW )
Web Site:
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.

Additional Information

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
Critical thinking, Motivation (Psychology), Science--Study and teaching (Secondary)--United States
Motivation (Psychology)
Critical thinking
Science -- Study and teaching (Secondary) -- United States

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