The Impact of the Use of Inquiry-Based Learning as a Teaching Methodology on the Development of Critical Thinking

Magnussen, Lois; Ishida, Dianne; Itano, Joanne

doi:10.3928/0148-4834-20001101-07

Cited by 96 publications

(52 citation statements)

References 18 publications

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“…Implementing the model requires adopting activity‐based and student‐centric instructional approaches by teachers such as project‐based learning (Chen & Chen, ), problem‐based learning (Savery, ) and inquiry‐based learning (Magnussen, Ishida & Itano, ). These learner‐centric instructional approaches can enhance the dimensions of the student's control in the following ways: First, they can support the capability dimension through involving students in cognitive activities such as engagement with complex problems and projects and pursuing solutions to them, collecting and analyzing data, drawing conclusions, and creating and presenting artifacts.…”

Section: Requirements For Implementing the Modelmentioning

confidence: 99%

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

Rahimi¹,

Berg²,

Veen³

2014

Brit J Educational Tech

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In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self-regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.

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Section: Requirements For Implementing the Modelmentioning

confidence: 99%

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

Rahimi¹,

Berg²,

Veen³

2014

Brit J Educational Tech

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“…In reviewing the literature, it is clear that the evaluation of critical‐thinking skills in nursing is a major difficulty because commercial critical‐thinking instruments are not specific to nursing. Nurse researchers have expressed doubts about the adequacy of instruments such as the Watson‐Glasser Critical Thinking Assessment tool, California Critical Thinking Test and University of North Cardina Greensboro Critical Thinking Skills Evaluation Instrument to assess critical‐thinking outcomes in nursing education and/or practice 73–75 . Alternative forms of evaluation have been suggested, such as the use of concept maps in nursing education, analysis of writing portfolios based on writing assignments that have been carefully designed to foster critical‐thinking skills, or asking nurses to provide documentation of a situation analysis, potential solutions, and sound rationale for the decisions made 11,73,75 …”

Section: Critical Thinking In Nursing Literaturementioning

confidence: 99%

Critical thinking in nursing education: Literature review

Simpson¹,

Courtney

2002

Int J of Nursing Practice

219

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The need for critical thinking in nursing has been accentuated in response to the rapidly changing health-care environment. Nurses must think critically to provide effective care while coping with the expansion in role associated with the complexities of current health-care systems. This literature review will present a history of inquiry into critical thinking and research to support the conclusion that critical thinking is necessary not only in the clinical practice setting, but also as an integral component of nursing-education programmes to promote the development of nurses' critical-thinking abilities. The aims of this paper are to: (i) review the literature on critical thinking; (ii) examine the dimensions of critical thinking; (iii) investigate the various critical thinking strategies for their appropriateness to enhance critical thinking in nurses; and (iv) examine issues relating to the evaluation of critical-thinking skills in nursing.

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“…Studies have also found IBL to facilitate deep learning (Lee et al, 2012), improve examination performance (Brown, 2010), strengthen learner satisfaction (Hermiz et al, 2011), and encourage higher levels of engagement and interest in the discipline (Meuler, 2008). Looking more broadly to IBL within science contexts, IBL has been found to facilitate the development of critical thinking skills (Inouye and Flannelley, 1998;Magnussen et al, 2000;Holaday and Buckley, 2008), independent problem-solving abilities (Madill et al, 2001), and collaboration abilities (Feletti, 1993;Inouye and Flannelley, 1998).…”

Section: Introductionmentioning

confidence: 99%

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project

Anstey

2017

Anatomical Sciences Ed

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Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists.

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The Impact of the Use of Inquiry-Based Learning as a Teaching Methodology on the Development of Critical Thinking

Cited by 96 publications

References 18 publications

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments

Critical thinking in nursing education: Literature review

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project

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