In this study, we adopt a pre-test

In this study, we adopt a pre-test and post-test experimental design with an experimental class and a control
class. In the experimental class, the task-based learning was used in chemistry experiment teaching. On the other
hand, the students in the control class received the traditional teaching. The California Critical Thinking
disposition inventory was used at the beginning and end of the two classes. The results of the pretest and posttest
were compared to see whether there were some significant differences in the critical thinking disposition for the
students of two classes. The design of the study can be diagrammed as follows: