The Impact of the Use of Inquiry-Based Learning as a Teaching Methodology on the Development of Critical Thinking
Journal of Nursing EducationPublished 1 November 2000
Lois Magnussen, Dianne N. Ishida, Joanne Itano
Citations147
SJR quartileQ2
SJR score0.64
SNIP0.84
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TL;DR
In Inquiry-based learning, the students in the low group showed a significant increase in mean score, no change in the medium group, and a significant drop for the high group, when the scores were stratified into groups.
Abstract
Problem-based learning (PBL) uses patients' problems to develop students' problem-solving and clinical skills. Inquiry-based learning (IBL) was developed as a similar methodology that was more holistic and flexible. This study sought to determine if inquiry-based learning (IBL) enhances critical-thinking ability as measured by the Watson Glaser Critical Thinking Appraisal (WGCTA). The WGCTA was administered to 228 nursing students in the first semester and 257 students in the final semester of their program. When the scores were stratified into groups, the students in the low group showed a significant increase in mean score, no change in the medium group, and a significant drop for the high group.
Keywords
Social SciencesMedicine
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