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The effect of concept mapping on critical thinking skills and dispositions of junior and senior baccalaureate nursing students.

机译：概念图对初级和高级学士学位护理学生的批判性思维技能和性格的影响。

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摘要

Teaching and assessing critical thinking have great professional benefit to nursing education (Daley, 1996, Facione, 1996). Major issues still center on and are discussed by nurse educators about the importance of teaching strategies that enhance critical thinking skills and measurements of critical thinking (Adams, 1999; Daley, Shaw, & Balistrieri, 1999; Facione & Facione, 1997). The purposes of this quasi experimental study, using a pretest-posttest control group design were twofold. The first purpose was to explore the effect of concept mapping, as a metacognitive teaching strategy on the critical thinking skills and dispositions of junior and senior level baccalaureate nursing students. The second purpose was to evaluate the changes in students' concept mapping skills over time. This research was based upon David Ausubel's theory of meaningful learning (1968) and Joseph Novak and Bob Gowin's (1984) work on the application of meaningful learning using concept mapping. The convenience sample included 32 students in the experimental group and 45 students in the control group. The participants were enrolled in accredited generic baccalaureate nursing programs. The students in the experimental group developed two concept maps over the course of a full academic semester. The California Critical Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) were used to measure the variables. Novak and Gowin's (1984) scoring criteria were used to score the concept maps. The pretest scores of the two groups did not differ significantly. The experimental and control groups did not differ on CCTST or CCTDI posttest scores. There was no relationship between critical thinking skills and dispositions scores. Nursing students who used concept mapping showed no increase in their CCTST and CCTDI on posttest scores. The first concept maps showed fewer concepts, and less connecting of concepts than the second concept maps, supporting Ausabel's Meaningful Learning Theory. The findings of this study suggest that concept mapping triggers critical thinking, which guides the student to engage in meaningful learning. However, the need still exists for researchers to use other critical thinking tools that may capture students' growth of critical thinking over time.
机译：批判性思维的教学和评估对护理教育具有很大的专业意义（Daley，1996； Facione，1996）。主要问题仍然集中在护士教育者身上，并由其讨论关于提高批判性思维能力和批判性思维测量方法的教学策略的重要性（Adams，1999； Daley，Shaw和Balistrieri，1999； Facione和Facione，1997）。这项准实验研究的目的是使用前测-后测对照组设计的。第一个目的是探索概念图的作用，作为元认知教学策略对初中和高年级学士学位护理学生的批判性思维技能和性格的影响。第二个目的是评估学生的概念图绘制技能随时间的变化。这项研究基于David Ausubel的有意义学习理论（1968年）以及Joseph Novak和Bob Gowin的（1984年）关于使用概念图应用有意义学习的工作。便利样本包括实验组的32名学生和对照组的45名学生。参与者参加了认可的通用学士学位护理计划。实验组的学生在一个完整的学期中开发了两个概念图。使用加利福尼亚批判性技能测试（CCTST）和加利福尼亚批判性思维倾向量表（CCTDI）来测量变量。使用Novak和Gowin（1984）的评分标准对概念图进行评分。两组的预测分数没有显着差异。实验组和对照组的CCTST或CCTDI测试后评分没有差异。批判性思维技能与性格评分之间没有关系。使用概念图的护理学生在考试后分数上的CCTST和CCTDI没有增加。与第二个概念图相比，第一个概念图显示的概念更少，概念的连接更少，这支持了Ausabel的有意义学习理论。这项研究的结果表明，概念图会引发批判性思维，从而引导学生进行有意义的学习。但是，研究人员仍然需要使用其他批判性思维工具，这些工具可能会随着时间的推移掌握学生批判性思维的增长。

著录项

  • 作者

    Boyadjian-Samawi, Zepure.;

  • 作者单位

    Widener University School of Nursing.;

  • 授予单位 Widener University School of Nursing.;
  • 学科 Health Sciences Nursing.
  • 学位 D.N.Sc.
  • 年度 2006
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 预防医学、卫生学;
  • 关键词

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