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KMID : 1033320130030010028
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Global Health & Nursing
2013 Volume.3 No. 1 p.28 ~ p.33
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The Differences in Critical Thinking Skills according to the Preferred Methods of Teaching-learning in Freshmen
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Ha Ju-Young
Lee Ko-Eun
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Abstract
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Purpose: The purpose of this study was to find out whether there was any difference in critical thinking skills according to the methods of teaching-learning in freshmen.
Methods: The subjects of this study were 608 students from health science colleges. They were selected through proportional quota sampling based on major and entrance quota. The teaching-learning methods and health science reasoning test (HSRT) questionnaire were used for data collection. Descriptive statistics and ANOVA test were performed for data analysis.
Results: The most preferred method of teaching-learning was the integrative lecture of theory and practice covering 45.6%. The mean total critical thinking skills score was 15.41 points out of 33 points. There was a significant difference in total critical thinking skills score according to the preferred methods of teaching-learning. In other words, in the case of learners with the critical thinking skills, those who preferred the multiple methods developed much more than the others who preferred the typical method of teaching-learning.
Conclusion: The finding of this study reflects the learner preferred methods of teaching-learning. In order to develop critical thinking abilities of nursing students, their preferred methods of teaching-learning should be considered.
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KEYWORD
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Students, Learning, Teaching
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