Differentiated Scenario-Based Learning and Students' Critical Thinking in Earth Science at Wray School District RD-2, Colorado, USA
DOI:
https://doi.org/10.5281/zenodo.22195848Keywords:
differentiated scenario-based learning, critical thinking, Earth Science, quasi-experimental design, tiered tasks, contextual learningAbstract
This study examined the effect of differentiated scenario-based learning on students' critical thinking in Earth Science at Wray School District RD-2, Colorado, USA. A quasi-experimental, nonequivalent-groups pretest-posttest design was employed using two intact freshman Earth Science classes. The final analytic sample included 26 students who completed both assessments: 10 in the differentiated scenario-based learning group and 16 in the lecture-based instruction group. A researcher-developed, expert-reviewed critical thinking assessment was administered before and after a two-week intervention. Frequencies, percentages, means, standard deviations, paired-samples t tests, and independent-samples t tests were used in the analysis. Both groups demonstrated low critical thinking before instruction, and their pretest means did not differ significantly, t(24) = 1.38, p = .181. After instruction, the differentiated scenario-based learning group reached a high mean level (M = 34.10, SD = 7.84), while the lecture-based group reached a moderate level (M = 21.40, SD = 10.26). The differentiated scenario-based learning group improved significantly from pretest to posttest, t(9) = 5.49, p < .001, whereas the lecture-based group did not, t(15) = 2.06, p = .058. The posttest difference favored differentiated scenario-based learning, t(24) = 3.33, p = .003. Within the limitations of the small, intact-group design, authentic scenarios, tiered tasks, guided supports, collaboration, and reflection were associated with stronger critical thinking performance in Earth Science.
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