Study the effects of Inquiry-based Instruction on critical thinking in science class

Critical thinking requires that change the thought ,exploring and postulate of students. So the purpose of this research is that Study the effects of Inquiry-based Instruction on critical thinking of students.
Research method was quasi-experimental with pretest-posttest design with an experimental group and a control group. The population of this study consisted of all girl students in fifth grade in hamedan city in 2014. Available sampling method was used in this study, 30 students were selected as subjects of research and perch 15 subjects in the control group and 15 subjects in the experimental group by random sampling. The instrument used in this study was California critical thinking questionnaire. The Inquiry-based Instruction was presented by the investigator in 20 sessions of 45 minutes for experimental group. Research data were analyzed by using covariance analysis.
Findings: The findings showed that there was significant difference between level of critical thinking of experimental group and control group in pretest and posttest. So Inquiry-based Instruction in science class had a positive effect on students’ critical thinking.
The results showed that Inquiry-based Instruction reiforce critical thinking of students in science class, so to the teachers of this lesson is recommended that attention to role of teaching to Inquiry-based Instruction to enhance their critical thinking.