Comparing students’ perceptions of the thinking required in inquiry‐based and traditional laboratories

Abstract

AbstractInquiry‐based lab experiences have been shown to be more effective than traditional lab experiences. Students’ perceptions of the types of thinking required in science lab settings have implications for interest and persistence. This study compares students’ perceptions about the thinking required in traditional and inquiry laboratory settings. Findings include that students in the inquiry setting more often viewed their experiences as reflecting more reasonable and literature‐aligned views of creative and critical thinking. Implication for persistence and helping students develop more reasonable views of critical and creative thinking are discussed.