Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning

Critical thinking is embedded in 2 dimensions, critical attitude and ability, which may or may not mutually affect students' self-confidence in science inquiry learning. To understand this issue, we designed a website called Enriched Thinking Cloud based on the predict-observe-explain (POE) model of inquiry-based learning by providing themes for students to learn about moon science concepts. Moreover, we calculated their critical performance based on object identification theory. Data collected from 163 participants were subjected to confirmatory factor analysis with structural equation modeling to test the prediction among paths of the research model. The results showed that attitude toward POE online inquiry learning can positively predict participants' self-confidence in using Enriched Thinking Cloud (hereafter “self-confidence”) and can also predict their critical attitude. Furthermore, self-confidence and critical attitude can positively predict their cognitive dimension of the critical thinking process. The results suggest that science teachers can design more POE inquiry models to enhance students’ critical ability and attitude in earth science learning. •The cognitive dimension of critical thinking and students' attitudes towards online science inquiry learning are evaluated.•Attitude towards POE online learning was positively correlated to self-confidence and critical attitude.•Critical attitude was positively correlated to self-confidence and the cognitive dimension of critical thinking progress.•Self-confidence was positively correlated to the cognitive dimension of critical thinking progress.