Using Inquiry-Based Learning to Improve Student’s Critical Thinking and Problem-Solving Skills in Science

Abstract

This capstone project will explore and examine the application of inquiry-based learning in a high school environmental science classroom. The goal of this project to examine if the use of inquiry-based learning in high school environmental science can allow students to grow in skills, especially problem solving and critical thinking, and not just knowledge. While these results have been observed and studied by other teachers and researchers, this study is being done to see if it is applicable in environmental science and across classrooms, not just the classrooms that have been included in the research studies. Through analysis of the final results, it was discovered that there was some level of growth among the students in critical thinking and problem-solving ability. This growth varied from student to student and was not as strong as originally expected or when compared to other research that has been completed by others. However, even with different degrees of skill growth, this work does show that inquiry positively benefits the students in their ability to grow in critical thinking and problem-solving skills.