The Effect of Concept Mapping on Critical Thinking Skills and Dispositions of Junior and Senior Baccalaureate Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/161042
Type:
Presentation
Title:
The Effect of Concept Mapping on Critical Thinking Skills and Dispositions of Junior and Senior Baccalaureate Nursing Students
Abstract:
The Effect of Concept Mapping on Critical Thinking Skills and Dispositions of Junior and Senior Baccalaureate Nursing Students
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2007
Author:Samawi, Zepure, DNSc. RN
P.I. Institution Name:Saint Xavier University
Contact Address:Nursing, Chicago, IL, 60655, USA
Major issues still 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. First 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. Second 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) Novak and Gowin's (1984) work. The convenience sample included 67 junior and 10 senior level students, 32 students in the experimental group and 45 students in the control group. The participants were enrolled in generic baccalaureate nursing programs in Illinois, Pennsylvania, and Idaho that have been approved by the State Board of Nursing and accredited by NLNAC or CCNE. 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 dependent variables. Novak and Gowin's (1984) scoring criteria were used to score the concept maps. The posttest CCTST and the CCTDI scores yielded no significant difference between the experimental and control group. There was no relationship between CT skills and CT dispositions posttest scores for either the experimental or control group. The first concept maps showed fewer concepts, and less connecting of concepts than the second concept maps. This study supported the Meaningful Learning Theory. The findings of this study suggest that concept mapping triggers critical thinking, which guides the student to engage in meaningful learning, thus facilitating critical thinking.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Effect of Concept Mapping on Critical Thinking Skills and Dispositions of Junior and Senior Baccalaureate Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161042-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Effect of Concept Mapping on Critical Thinking Skills and Dispositions of Junior and Senior Baccalaureate Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Samawi, Zepure, DNSc. RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Saint Xavier University</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Nursing, Chicago, IL, 60655, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">samawi@sxu.edu</td></tr><tr><td colspan="2" class="item-abstract"> Major issues still discussed by nurse educators about the importance of teaching strategies that enhance critical thinking skills and measurements of critical thinking (Adams, 1999; Daley, Shaw, &amp; Balistrieri, 1999; Facione &amp; Facione, 1997). The purposes of this quasi experimental study, using a pretest - posttest control group design were twofold. First 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. Second 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) Novak and Gowin's (1984) work. The convenience sample included 67 junior and 10 senior level students, 32 students in the experimental group and 45 students in the control group. The participants were enrolled in generic baccalaureate nursing programs in Illinois, Pennsylvania, and Idaho that have been approved by the State Board of Nursing and accredited by NLNAC or CCNE. 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 dependent variables. Novak and Gowin's (1984) scoring criteria were used to score the concept maps. The posttest CCTST and the CCTDI scores yielded no significant difference between the experimental and control group. There was no relationship between CT skills and CT dispositions posttest scores for either the experimental or control group. The first concept maps showed fewer concepts, and less connecting of concepts than the second concept maps. This study supported the Meaningful Learning Theory. The findings of this study suggest that concept mapping triggers critical thinking, which guides the student to engage in meaningful learning, thus facilitating critical thinking.</td></tr></table>en_GB
dc.date.available2011-10-26T23:14:58Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:14:58Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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