A comparison of problem-based and traditional education on nursing students’ critical thinking dispositions
ABSTRACT Determining the critical thinking (CT) levels of students in undergraduate nursing schools is important in terms of establishing the methods of education that should be used. Although there is some evidence that active learning approaches like problem-based learning are effective in developing CT, the findings are inconclusive. This descriptive analytic study compared levels of critical thinking among senior nursing students (N=147) in two educational programs, one of which used a problem-based learning (PBL) model while the other used a traditional model. The California critical thinking disposition inventory (CCTDI) was used as a data collection tool. Comparisons between the groups were made using t-test analysis. There was a significant difference (p<0.05) between the critical thinking disposition scores of the seniors in the PBL school and those in the school implementing the traditional model. Analysis of sub-scale scores showed significant differences in truth-seeking and open-mindedness. These findings add to the evidence that the active and self-directed nature of PBL encourages students' ability to think critically, be tolerant of the ideas of others and evaluate conflicting information before reaching a conclusion.
Nurse education today 03/2014; 34(7). DOI:10.1016/j.nedt.2014.03.010 · 1.36 Impact Factor
- "Students reflected that PBL enabled them to directly apply information to caring for patients in the hospital. Of the eleven articles reviewed, six directly discussed whether PBL teaching methods improved CT skills (Kong et al., 2013; Martyn et al., 2013; O'Connor and Carr, 2012; Ozturk et al., 2008; Tseng et al., 2011; Yuan et al., 2008). The authors in nine of the articles suggested that PBL has the potential to increase CT in nursing students; however, the authors in the review by Yuan et al. (2008) concluded that there was not supportive evidence to claim that PBL developed nursing student CT skills. "
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- "Moreover, there is some evidence of the effectiveness of PBL on increasing students' achievement (Aydoğdu, 2012; Bayrak, 2007; Çelik, Eroğlu & Selvi, 2012; Demirel & Arslan Turan, 2010; Deveci, 2002; Gürlen, 2011; Karadeniz Bayrak & Bayram, 2012; Kartal Taşoğlu, 2009; Mackinnon,1999; Polanco, Patrica & Francisco, 2004; Sezgin Selçuk, 2010; Sezgin Selçuk, Karabey & Çalışkan, 2011; Stattenfield & Evans, 1996; Tarhan et al., 2008; Tavukcu, 2006; Yüceliş Alper, 2003). PBL approach improve also conceptual understanding (Bude et al., 2011; Sahin 2010a), and develop critical thinking (Cantürk Günhan & Baser, 2009; Ozturk, Muslu & Dicle, 2008). "
ABSTRACT: The aim of this research is to examine effect of problem based learning on conceptual understanding in teaching of magnetism topics. The research was conducted with 48 students attending of 1st class of the Department of Science Education in a state university in Turkey and a quasi-experimental, nonequivalent control group design was implemented. A concept test of magnetism topics was developed to identify students' conceptual understanding about units of " Magnetic Field and Its Effects " , " Magnetic Field Sources " and " Magnetic Flux and Induction Law ". The control group was taught using traditional teaching methods. The traditional approach to concept teaching consists of the following steps; giving the student the word that expresses the concept, specifying the definition of the concept and identifying and distinguishing qualities needed to understand the definition, to ensure that students find examples related and unrelated to the concepts. However, the experimental group was exposed to Problem Based Learning (PBL) activities involving problem scenarios. PBL is informed in sessions within which there are small collaborative groups comprised of 6 or 8 students with guidance from a tutor. They deal with scenarios involving several problems that are authentic, complex, ill-structured problems to help students make connections between theory and real-world application. Instruction took 18 class hours in total. The data were analyzed using ANCOVA (Analysis of Covariance). The findings of the study revealed that PBL is more effective than the traditional teaching methods in improving students' conceptual understanding about magnetism topics. Introduction During the past few years, physics education research has primarily focused on students' understanding of conceptual physics and the misconceptions that hinder the learning process (Campbell, 2008). The traditional approach to concept teaching consists of the following steps; giving the student the word that expresses the concept, specifying the definition of the concept and identifying and distinguishing qualities needed to understand the definition, to ensure that students find examples related and unrelated to the concepts. This traditional approach is not effective enough in the learning of concepts (Çepni et al., 1997). This is because it is not enough that a student can only identify and memorize the concepts in order to understand concepts and the relationship between these concepts. Instead of this,
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- "비판적 사고성향에는 건전한 회의 성, 객관성, 체계성, 신중성, 지적열정/호기심, 지적공정성 및 자신감, 비판적 사고에 대한 가치관, 동기, 태도 및 사고습관 등의 하부성향이 포함되어 있으며, 개인적 요소 및 상황적 요소들이 영향을 미친다. 비판적 사고성향 을 다룬 연구를 살펴보면, 대학 교육에서 문제중심 교육 과정을 이수한 학생과 통합 교육과정을 이수한 학생  "
ABSTRACT: This study examined the relationship between the critical thinking disposition and problem solving ability as well as the influencing factors the problem solving ability in nursing students. The data was collected from 422 nursing students of 4 colleges and analyzed using the SPSS/WIN 18.0 program. The mean score of the critical thinking disposition was and the problem solving ability was . A significant positive correlation was observed between the critical thinking disposition and problem solving ability. Multiple regression analysis showed that the predictors of the problem solving ability were the critical thinking disposition and interpersonal relationship. These findings suggest that there is a need to increase the critical thinking disposition and problem solving ability in nursing students. These results should be reflected in an evaluation and development of the curriculum and learning method.12/2013; 14(12). DOI:10.5762/KAIS.2013.14.12.6387